Reconceptualizing working memory in academic learning and educational research

Abstract

Working memory (WM) refers to our cognitive capacity to temporarily and simultaneously store and process a limited amount of information in our mind to complete some ongoing mental tasks. Inspired by previous research in cognitive science, the past decades have also witnessed an increasing body of empirical studies exploring the role WM plays in academic learning, going as far as to the claim that WM is a better predictor than intelligence. Empirical evidence accumulating from both individual studies and systematic meta-analyses is pointing to significant albeit moderate effects of WM on key aspects of academic learning, including language learning, mathematics, logical thinking, and problem-solving. The current talk sets out to synthesize these emerging results and findings lending support to an integrated account of WM in academic learning. Thus, I call for collaborative work among multiple disciplines to reconceptualize WM as a multi-dimensional, complex, dynamic, and adaptive cognitive resource system that modulates and shapes aspects of high-level human cognition. Towards the end, I tease out the theoretical and methodological ramifications of the integrated framework for theory construction, assessment procedures, syllabus design, classroom instruction, and intervention solutions.