Journal Title
Title of Journal: Educ Psychol Rev
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Abbravation: Educational Psychology Review
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Authors: Barbara Fenesi Faria Sana Joseph A Kim David I Shore
Publish Date: 2014/10/18
Volume: 27, Issue: 2, Pages: 333-351
Abstract
In recent years research from cognitive science has provided a solid theoretical framework to develop evidencebased 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 overreliance 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
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