Names: Esthela Perez Prieto, Jessica Hawk, Josie Wierson, Emma Kielion1. Patty is a second-grade student in an elementary school with an immersive language program. She is learning French. She has been doing her homework assignments in French, but in class, she is having trouble paying attention. Her parents arrange for her to get some extra practice with an older student after school. The French words all sound like nonsense to her. She says, "I don't know where to put all these vocabulary words. I think my brain is full!" What is most likely going on in Patty's brain from the perspective of a model of human memory, and what would be an effective strategy to help her? (.5 pt)-Patty is having trouble with French Vocabulary and not retaining the information because the sensory input of hearing/seeing the words is only making it into her sensory memory. “Information that is stored in the sensory register doesn’t last very long. So, to keep information for any timeat all, learners need to move it to working memory” (Ormrod, Anderman, & Anderman, 2020). The sensory input is only lasting a few seconds, and then she forgets about it because she isn’t making any connections already existing in her long term memory. An effective strategy to help her would be to link the French vocab words she is learning to English words she already knows and sounds similar. Making the connections to words inher long term memory will allow her to retain the information longer and move it to her working memory. Your brain is never full and can always retain new information.