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The episodic buffer is something that was added to Baddeley’ s working model in memory in the year 2000.<ref name=":1" /> It is believed to act as a connector of various sources within the memory process. The episodic buffer is a developing concept that is being researched and refined.
In his initial paper, Baddeley detailed what he believes to be the biological functioning, ___location, and purpose of the episodic buffer.<ref name=":1" /> The purpose of the episodic buffer is to serve as a bridge between both Working memory and Long-Term-Memory, specifically Episodic Memory. It is believed to be more temporary in its storage capabilities, but nonetheless helps form new information and lasting memory. Since it combines several elements of memory, one could in theory say it is a distributed system.<ref>{{Cite journal|last=Baddeley|first=Alan|date=November 2000|title=The episodic buffer: a new component of working memory?|journal=Trends in Cognitive Sciences|language=en|volume=4|issue=11|pages=417–423|doi=10.1016/S1364-6613(00)01538-2|pmid=11058819|s2cid=14333234}}</ref> The limits of its abilities in storage have yet to be determined. Other issues include identifying the differences between the Episodic Buffer and Episodic Memory, as well as showing how important and essential the Episodic Buffer is to the Working Model of Memory.
==Long Term Memory==
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As children grow older, they show increasing evidence of [[metamemory]] which is the knowledge about their memory and how it works.<ref name="bad" /> There is strong evidence that suggests that greater awareness and knowledge about ones memory leads to increased use of memory strategies and greater levels of recall.<ref name="DOI 10.1080/016502596386018">{{cite journal |last1=Henry |first1=Lucy A. |title=The Relationships between Memory Performance, Use of Simple Memory Strategies and Metamemory in Young Children |journal=International Journal of Behavioral Development |volume=19 |issue=1 |year=1996 |pages=177–200 |doi=10.1080/016502596386018 }}</ref>
In children under 7, the relationship between metamemory, strategy use, and recall is generally very weak or absent. This can be seen when comparing older children (over the age of 7) and preschool children on sorting tasks where children are asked to sort objects into groups that go together (for example animals) and attempt to recall them.<ref>{{cite journal |last1=Schneider |first1=Wolfgang |year=1985 |title=Developmental Trends in the Metamemory-memory behavior Relationship: An Integrated Review |journal=Metacognition, Cognition and Human Performance |volume=1 |pages=57–109 |url=https://opus.uni-wuerzburg.de/opus4-wuerzburg/frontdoor/index/index/docId/6978 }}</ref><ref name="DOI 10.1037/0022-0663.92.1.144">{{cite journal |last1=Tiedemann |first1=Joachim |title=Parents' gender stereotypes and teachers' beliefs as predictors of children's concept of their mathematical ability in elementary school |journal=Journal of Educational Psychology |volume=92 |issue=1 |year=2000 |pages=144–51 |doi=10.1037/0022-0663.92.1.144 }}</ref>
As Adults age they tend to lose the recall ability. In a study by Guerrero Sastoque et al., they discovered that this could be the result of changes in the types of memory strategies used to compensate with their slower recall ability.<ref>{{Cite journal|last1=Guerrero Sastoque|first1=Lina|last2=Bouazzaoui|first2=Badiâa|last3=Burger|first3=Lucile|last4=Froger|first4=Charlotte|last5=Isingrini|first5=Michel|last6=Taconnat|first6=Laurence|date=January 2019|title=Optimizing memory strategy use in young and older adults: The role of metamemory and internal strategy use|journal=Acta Psychologica|language=en|volume=192|pages=73–86|doi=10.1016/j.actpsy.2018.11.002|pmid=30453098}}</ref>
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