How does working memory work in the classroom

By Tracy Packiam Alloway. 2006

242 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/11aa614cab761eb941d3d9a7a61db99a6697d9e5

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In Cognitive Neuroscience

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Citations in the corpus

Malleability, plasticity, and individuality: How children learn and develop in context1 (2019, methodology): “Nevertheless, if informed by methods such as cognitive task analysis, well-calibrated instructional and curricular design can help to reduce cognitive load—the amount of mental effort required in using working memory—as well as expand the limits of working memory (Alloway, 2006).”
Working memory, fluid intelligence, and science learning (2006, background): “While there have been extensive studies of WM’s relationship with reading and mathematics achievement (Alloway, 2006; Reuhkala, 2001; Swanson & Howell, 2003), less emphasis has been given to the connection between WM and science learning. Due to the importance of science education in the current edu”
Improving children's working memory and classroom performance (2010, background): “This may involve giving brief and simple task instructions, reducing the length and complexity of sentences and providing external memory aids such as number lines and useful spellings (e.g. Alloway & Gathercole, 2006; Gathercole & Alloway, 2004, 2008).”
Learning strategies: a synthesis and conceptual model (2016, background): “It may be better to reduce working memory demands in the classroom.(66) Consolidating surface learning.”
Investigating the predictive roles of working memory and IQ in academic attainment. (2010, unknown): “Although working memory can be tested reliably from as young as 4 years of age (Alloway, Gath-ercole, Willis, & Adams, 2004), performance on working memory tasks is subject to large degrees of individual variation (Alloway & Gathercole, 2006).”
Visual field map size constrains working memory precision (2026, unknown): “Working memory is important for reading and linguistic comprehension (Daneman & Carpenter, 1980; Hasher & Zacks, 1988), and academic achievement (Alloway, 2006; Alloway et al., 2009; Ashkenazi et al., 2013).”