{"id":4913,"date":"2019-08-22T08:00:10","date_gmt":"2019-08-22T13:00:10","guid":{"rendered":"https:\/\/braindevs.net\/blog\/blog\/?p=4913"},"modified":"2019-08-21T08:02:42","modified_gmt":"2019-08-21T13:02:42","slug":"obsessed-with-working-memory-resources","status":"publish","type":"post","link":"https:\/\/www.learningandthebrain.com\/blog\/obsessed-with-working-memory-resources\/","title":{"rendered":"Obsessed with Working Memory: Resources"},"content":{"rendered":"

We’ve taken the summer to explore working memory together.<\/p>\n

\"\"<\/a>You know how to define<\/a> it.<\/p>\n

You know key facts<\/a> about it.<\/p>\n

You can anticipate<\/a> and recognize<\/a> working memory overload.<\/p>\n

And, you can solve<\/a> those WM problems.<\/p>\n

To conclude this series, I’d like to give you a few extra WM resources<\/strong> to draw upon.<\/p>\n

The Book, and The Web<\/h2>\n

\"\"<\/a><\/p>\n

I’ve written a book about working memory called\u00a0Learning Begins.<\/em> In fact, the articles from this summer draw heavily on the structure of that book. If you have enjoyed this overview, I hope you’ll enjoy its fuller exploration as well.<\/p>\n

This post<\/a>\u00a0by Efrat Furst explores the relationship between working memory and long-term memory.<\/p>\n

This gif<\/a>\u00a0by Nick Harvey Smith prompted GREAT discussions at a recent presentation on WM.<\/p>\n

Adam Boxer summarizes Cognitive Load Theory\u00a0here<\/a>. As Boxer explains, CLT wasn’t created with teachers in mind. I myself find it a) really interesting and b) more jargony than is useful for most teachers. But, if you want a deep dive, this is a great place to dig. (More CTL resources here<\/a>.)<\/p>\n

You can test out your own working memory — and experience WM overload —\u00a0here<\/a>.<\/p>\n

The Research and the Researchers<\/h2>\n

Unsurprisingly, psychologists and neuroscientists have published thousands of research studies on the subject of working memory. This list gives a brisk introduction to the topics, opinions, and approaches you can find once you start exploring.<\/p>\n

 <\/p>\n

What,\u00a0exactly<\/strong>, are the differences between short-term, long-term, and working memory? Nelson Cowan has some answers<\/a>.<\/p>\n

Alan Baddeley offers the best known model<\/strong> of WM. He summarizes his research and opinions here<\/a>.<\/p>\n

How does WM develop<\/strong> during school years? Susan Gathercole has data<\/a>.<\/p>\n

Nope. WM training<\/strong> does not work<\/a>. Really, just, no<\/a>.<\/p>\n

WM works more efficiently<\/strong> with information we already know well<\/a> than with new information (like the information students get because “they can just look it up on the internet”).<\/p>\n

Too many instructions<\/strong> tax<\/a> working memory.<\/p>\n

Frederique Autin and colleagues explain<\/a> that we can free up WM by reducing students’ stress<\/strong> levels. The specific strategy: have them think differently about the cognitive challenge they face.<\/p>\n

The relationship between WM and creativity<\/strong>? Shelley Carson has you covered<\/a>.<\/p>\n

We can free up WM capacity by using the right teaching strategies<\/strong><\/a>.<\/p>\n

If you’re interested in a technical exploration of WM, executive attention, and the prefrontal cortex<\/strong>, check out Michael Kane’s work here<\/a>.<\/p>\n

And Finally, An Offer…<\/h2>\n

I love thinking about and talking about working memory. If you have a question or a crazy idea, feel free to email me: Andrew@TranslateTheBrain.com.<\/p>\n","protected":false},"excerpt":{"rendered":"

To complete our summer-long series exploring working memory, this post includes lots of handy resources to help you explore and discover more.<\/p>\n","protected":false},"author":18,"featured_media":4918,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6],"tags":[30],"class_list":["post-4913","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lb-blog","tag-working-memory"],"_links":{"self":[{"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/posts\/4913","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/users\/18"}],"replies":[{"embeddable":true,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/comments?post=4913"}],"version-history":[{"count":5,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/posts\/4913\/revisions"}],"predecessor-version":[{"id":4920,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/posts\/4913\/revisions\/4920"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/media\/4918"}],"wp:attachment":[{"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/media?parent=4913"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/categories?post=4913"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/tags?post=4913"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}