# PWR-102 — Working-memory updating: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 18 min reading and worksheet pass Difficulty: Introductory Equipment: Common household or practice equipment — The eight completed fictional rows below; A sliding two-box worksheet for deriving expected pairs on paper; An error log with exact, order, lost-item and rule-format columns; The staged answer key, kept closed until all 24 fictional responses are scored Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G2; Focused research depth Automated method-quality band: Established Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context This tutorial teaches how to analyse a completed running-memory record without doing a memory drill. For each five-item sequence, derive the three correct last-two pairs, compare them with the fictional responses, score exact ordered pairs and distinguish order, lost-item and rule-format errors. You will not extend the sequence, practise the task or claim that a score measures intelligence or everyday memory. Target outcome: Define working-memory updating without inheriting mythology or broader claims. Explain what the current evidence supports and what it does not establish. Use the declared measurement boundary and recognise misleading proxies. Complete the current learning route without converting it into unauthorised capability practice. Make a retention, transfer, maintenance, provider or stop decision without overclaiming. ### Authority and setup conditions - Governance ceiling: explanation and static fictional record analysis only. Capability self-practice, live administration, protocol delivery and efficacy claims are not authorised until the recorded next_gate adjudication changes. - Use only the supplied completed fictional sequence/response log. Do not present sequences, rehearse items or run a working-memory exercise. - The scores cannot establish IQ, ADHD, dementia, learning potential, everyday memory or permanent capacity. ### Required or supplied materials - The eight completed fictional rows below - A sliding two-box worksheet for deriving expected pairs on paper - An error log with exact, order, lost-item and rule-format columns - The staged answer key, kept closed until all 24 fictional responses are scored ### Supplied fixture Completed fictional last-two response log. Derive the key yourself, then compare with these recorded responses. | Phase | Trial | Reader sequence | Fictional recorded responses | Opportunities | | --- | --- | --- | --- | --- | | Baseline | B1 | B, K, M, R, T | K–M \| M–R \| M–T | 3 | | Baseline | B2 | 7, 2, 9, 4, 6 | 2–9 \| 9–4 \| 6–4 | 3 | | Baseline | B3 | sun, leaf, cup, bell, key | leaf–cup \| cup–bell \| bell–key | 3 | | Baseline | B4 | triangle, circle, square, star, plus | circle–square \| circle–star \| plus–star | 3 | | One strategy | S1 | D, H, P, S, V | H–P \| P–S \| S–V | 3 | | One strategy | S2 | 3, 8, 1, 5, 0 | 8–1 \| 1–5 \| 5–0 | 3 | | One strategy | S3 | book, moon, pear, drum, sock | moon–pear \| pear–drum \| sock–drum | 3 | | One strategy | S4 | diamond, plus, circle, square, triangle | plus–circle \| circle–square \| square–triangle | 3 | ## 1. Write STATIC LOG ANALYSIS ONLY Write STATIC LOG ANALYSIS ONLY. Do not read the sequences aloud as a task. Why: “Write STATIC LOG ANALYSIS ONLY” creates the auditable value, condition or statement needed for the tutorial’s later comparison and conclusion. Success check: A legible entry directly completes “Write STATIC LOG ANALYSIS ONLY” and records the requested condition, decision or boundary without adding a new claim. Accessible alternative: Complete the same research action — “Write STATIC LOG ANALYSIS ONLY. Do not read the sequences aloud as a task.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “A legible entry directly completes “Write STATIC LOG ANALYSIS ONLY” and records the requested condition, decision or boundary without adding a new claim.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. For each row, derive the response after item 3 by taking items… For each row, derive the response after item 3 by taking items 2 and 3 in that order. Why: Keep this exact Working-memory updating action explicit and reviewable: “For each row, derive the response after item 3 by taking items 2 and 3 in that order.” Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “For each row, derive the response after item 3 by taking items 2 and 3 in that order.” Accessible alternative: Complete the same research action — “For each row, derive the response after item 3 by taking items 2 and 3 in that order.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “For each row, derive the response after item 3 by taking items 2 and 3 in that order.”” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Slide one place: after item 4, the expected pair is items 3… Slide one place: after item 4, the expected pair is items 3 and 4; after item 5, it is items 4 and 5. Why: “Slide one place: after item 4, the expected pair is items 3 and 4” fixes the exact Working-memory updating configuration or decision before later observations are compared. Success check: The learner can verify “Slide one place: after item 4, the expected pair is items 3 and 4” from the declared materials, position or recorded choice before continuing. Accessible alternative: Complete the same research action — “Slide one place: after item 4, the expected pair is items 3 and 4; after item 5, it is items 4 and 5.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The learner can verify “Slide one place: after item 4, the expected pair is items 3 and 4” from the declared materials, position or recorded choice before continuing.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Compare each fictional response with its expected pair Compare each fictional response with its expected pair. Award 1 only for both exact items in the exact order. Why: “Compare each fictional response with its expected pair” keeps this lesson inside its declared record-analysis boundary and prevents the supplied scenario from being mistaken for physical practice. Success check: The output directly answers “Compare each fictional response with its expected pair”, names the relevant distinction and stays within the supplied record. Accessible alternative: Complete the same research action — “Compare each fictional response with its expected pair. Award 1 only for both exact items in the exact order.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The output directly answers “Compare each fictional response with its expected pair”, names the relevant distinction and stays within the supplied record.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Mark ORDER when both current items are reversed, LOST-ITEM when an older… Mark ORDER when both current items are reversed, LOST-ITEM when an older or substituted item appears, and RULE-FORMAT when the response contains the wrong number of items. Why: Keep this exact Working-memory updating action explicit and reviewable: “Mark ORDER when both current items are reversed, LOST-ITEM when an older or substituted item appears, and RULE-FORMAT when the response contains the wrong number of items.” Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Mark ORDER when both current items are reversed, LOST-ITEM when an older or substituted item appears, and RULE-FORMAT when the response contains the wrong number of items.” Accessible alternative: Complete the same research action — “Mark ORDER when both current items are reversed, LOST-ITEM when an older or substituted item appears, and RULE-FORMAT when the response contains the wrong number of items.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Mark ORDER when both current items are reversed, LOST-ITEM when an older or substituted item appears, and RULE-FORMAT when the response contains the wrong number of items.”” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Add scores within Baseline and One-strategy phases separately Add scores within Baseline and One-strategy phases separately. Keep support and burden beside each phase. Why: Keep this exact Working-memory updating action explicit and reviewable: “Add scores within Baseline and One-strategy phases separately. Keep support and burden beside each phase.” Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Add scores within Baseline and One-strategy phases separately. Keep support and burden beside each phase.” Accessible alternative: Complete the same research action — “Add scores within Baseline and One-strategy phases separately. Keep support and burden beside each phase.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Add scores within Baseline and One-strategy phases separately. Keep support and burden beside each phase.”” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Describe the difference without causal language because phase order, item sets and… Describe the difference without causal language because phase order, item sets and support differ. Why: Keep this exact Working-memory updating action explicit and reviewable: “Describe the difference without causal language because phase order, item sets and support differ.” Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Describe the difference without causal language because phase order, item sets and support differ.” Accessible alternative: Complete the same research action — “Describe the difference without causal language because phase order, item sets and support differ.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Describe the difference without causal language because phase order, item sets and support differ.”” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Finish with the boundary: this is a fictional task record, not a… Finish with the boundary: this is a fictional task record, not a measure of general memory or permission to practise. Why: “Finish with the boundary: this is a fictional task record, not a measure of general memory or permission to practise” keeps this lesson inside its declared record-analysis boundary and prevents the supplied scenario from being mistaken for physical practice. Success check: A legible entry directly completes “Finish with the boundary: this is a fictional task record, not a measure of general memory or permission to practise” and records the requested condition, decision or boundary without adding a new claim. Accessible alternative: Complete the same research action — “Finish with the boundary: this is a fictional task record, not a measure of general memory or permission to practise.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “A legible entry directly completes “Finish with the boundary: this is a fictional task record, not a measure of general memory or permission to practise” and records the requested condition, decision or boundary without adding a new claim.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.