How Do We Remember More Information During Learning?

Photo of Peng Peng
Peng Peng

Dr. Peng Peng and his collaborator Dr. Lee Swanson recently published “The domain-specific approach of working memory training” in the Journal Developmental Review. In this theory paper, the authors discussed the training to emphasize working memory (the ability to simultaneously remember and process information) should be better attuned to the materials being learned through enhancing strategies of linking together working memory with the long-term memory knowledge, rather than only the enhancement of a “domain-general” attentional control overall.

The authors provided two example training routes that emphasize explicit instruction and practice on working memory-academic tasks (i.e., academic tasks that can be performed using a working memory training paradigm) and task-linking strategies (i.e., strategies that can be used in both academic tasks and working memory tasks to improve performance efficiency). Evidence based on recent relevant intervention studies that are in line with this approach report promising effects on academic outcomes. 

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