NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1062025
Record Type: Journal
Publication Date: 2015-Jun
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1040-726X
Reconceptualizing Working Memory in Educational Research
Fenesi, Barbara; Sana, Faria; Kim, Joseph A.; Shore, David I.
Educational Psychology Review, v27 n2 p333-351 Jun 2015
In recent years, research from cognitive science has provided a solid theoretical framework to develop evidence-based interventions in education. In particular, research into reading, writing, language, mathematics and multimedia learning has been guided by the application of Baddeley's multicomponent model of working memory. However, an over-reliance on this single perspective has overlooked the theoretical diversity of contemporary research into working memory. We review the successes and shortcomings of applying Baddeley's model in accounting for a range of evidence and draw attention to alternative models that have been largely ignored within educational research. Specifically, we evaluate frameworks of working memory provided by Kane, Engle and colleagues (attentional control model) and Cowan (embedded process model). We conclude that these alternative views can support a reconceptualization of the contributions of working memory to academic learning that may not be afforded by interpretations of the prevailing multicomponent model.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A