Working memory, learning, and academic achievement.

109 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.

What’s the best way to characterize the relationship between working memory and achievement?: An initial examination of competing theories. (2020, result): “In addition, our results may also help explain why training studies of WM seem to show that WM performance does improve after training but there are no transfer affects to achievement (Swanson & Alloway, 2012).”
Cognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues (2019, methodology): “…several models of working memory have been proposed in the literature (for a review, see Miyake & Shah, 1999), Baddeley’s (e.g., Baddeley, 1992, 1999; Baddeley & Logie, 1999) model of working memory is widely used in research linking working memory to academic performance (Swanson & Alloway, 2012).”
The Nature and Development of Critical-Analytic Thinking (2014, background): “2012), should we expect preschoolers or children below the age of 10 to have the ability to think metacognitively about the quality of evidence or inferential warrants? In addition, given that (a) working memory (WM) capacity increases monotonically between childhood and adulthood (Swanson and Allow”
The differential role of verbal and visuospatial working memory in mathematics and reading (2018, unknown): “(see for example Swanson & Alloway, 2012 for a similar finding).”