Working Memory and Classroom Learning

Holmes, Joni, Byrne, Elizabeth and Graham, Agnieszka (2022) Working Memory and Classroom Learning. In: The Cambridge Handbook of Working Memory and Language. Cambridge University Press, pp. 835-858. ISBN 9781108845342

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Abstract

Several children in a typical classroom experience persistent learning difficulties that are likely to reflect weak cognitive skills (Holmes et al., 2020). In some cases, these are related to poor working memory. In this chapter, we discuss how limited working memory resources constrain classroom learning, focusing on the impact of poor working memory on children's abilities to follow both classroom management and learning-activity relevant instructions (e.g., Jaroslawska et al., 2016; 2017). Different ways to help children with poor working memory are discussed. These include an overview of current ideas about memory enhancement by training and brain stimulation (e.g., Byrne et al., 2020), as well as more practical ways for teachers to use action to improve children's instruction-following.

Item Type:	Book Section
Uncontrolled Keywords:	instructions,intervention,learning,maths,reading,arts and humanities(all),social sciences(all) ,/dk/atira/pure/subjectarea/asjc/1200
Faculty \ School:	Faculty of Social Sciences > School of Psychology
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Developmental Science Faculty of Social Sciences > Research Groups > Cognition, Action and Perception
Related URLs:	http://www.scopus.com/inward/record.url?...
Depositing User:	LivePure Connector
Date Deposited:	19 Jan 2023 18:30
Last Modified:	02 Jan 2026 17:30
URI:	https://ueaeprints.uea.ac.uk/id/eprint/90658
DOI:	10.1017/9781108955638.044

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