Transcription of Working memory, fluid intelligence, and science learning
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Working memory, fluid intelligence, and science learning
Educational Research Review 1 (2006) 83 98 Working memory , fluid intelligence , and science learningKun Yuan , Jeffrey Steedle, Richard Shavelson, Alicia Alonzo1, Marily OppezzoSchool of Education, Stanford University, 485 Lasuen Mall, Stanford, CA 94305, USAR eceived 16 January 2006; received in revised form 24 August 2006; accepted 28 August 2006 AbstractA review of the history of Working memory (WM) studies finds that the concept of WM evolved from short-term memoryto a multi-component system. Comparison between contemporary WM models reveals: (1) consensus that the content of WMincludes not only task-relevant information, but also task-irrelevant information; (2) consensus that WM consists of phonologicaland visuospatial components; (3) consensus that short-term memory storage is a function of WM; (4) disagreement as to whetheran independent executive control is a necessary WM component; and (5) disagreement as to whether the control function is activeor passive.
Educational Research Review 1 (2006) 83–98 Working memory, fluid intelligence, and science learning Kun Yuan∗, Jeffrey Steedle, Richard Shavelson, Alicia Alonzo1, Marily Oppezzo School of Education, Stanford University, 485 Lasuen Mall, Stanford, CA 94305, USA
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