Working Memory Underpins Cognitive Development, Learning, and Education

By Nelson Cowan. Educational Psychology Review, 2013

615 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research (2017, positive): “CLT assumes that the human cognitive system has a severely limited working memory for “the retention of a small amount of information in a readily accessible form” (Cowan, 2014, p. 197).”
Working memory, attention and their relationship: A theoretical overview (2021, positive): “Only a small amount of information can working memory hold either abstract ideas or objects that can be counted (Cowan, 2014).”
Cognitive Load Theory: A Broader View on the Role of Memory in Learning and Education (2014, positive): “The first article by Cowan (2014) provides researchers with an in-depth review of the historical roots and conceptual development of the concept of working memory and the theoretical and practical implications of current debates about WM mechanisms.”
Considerations for conducting developmental neuroimaging research on mental health topics (2025, unknown): “This measure of working memory relates well to a person ’ s executive function, has replicable effects across different scanners and studies [98, 99], and has informed a lot of our understanding of working memory development [100, 101].”