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The domain-specific approach of working memory training
16 references·2 citing·38 second hop
The domain-specific approach of working memory training (2022)The domain-specific approach of working m…Cognitive Architecture and Instructional Design: 20 Years Later (2019)Cognitive Architecture and In…Variation in Working Memory (2008)Variation in Working MemoryImproving fluid intelligence with training on working memory (2008)Improving fluid intelligence …Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Why Minimal Guidance During I…The Generality of Working Memory Capacity: A Latent-Variable Approach to Verbal and Visuospatial Memory Span and Reasoning. (2004)The Generality of Working Mem…Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills. (2004)Children's Reading Comprehens…Increased prefrontal and parietal activity after training of working memory (2003)Increased prefrontal and pari…Cognitive Load Theory and Instructional Design: Recent Developments (2003)Cognitive Load Theory and Ins…School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. (2002)School readiness: Integrating…The episodic buffer: a new component of working memory? (2000)The episodic buffer: a new co…The phonological loop as a language learning device. (1998)The phonological loop as a la…Working memory and language comprehension: A meta-analysis (1996)Working memory and language c…Long-term working memory. (1995)Long-term working memory.Working Memory (1992)Working MemoryThe simple view of reading (1990)The simple view of readingWorking Memory (1974)Working MemoryConsidering roles of executive functions in the science of reading: A meta-analysis highlighting promises and challenges of reading-specific executive functions (2024)Considering roles of executiv…Modern Assessments of Intelligence Must Be Fair and Equitable (2023)Modern Assessments of Intelli…The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Experiential Learning : Experience as the Source of Learning and Development (1983)Those Who Understand: Knowledge Growth in Teaching (1986)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Cognitive Load Theory (2011)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Individual differences in working memory and reading (1980)The role of deliberate practice in the acquisition of expert performance. (1993)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Exploring the Central Executive (1996)Models of Working Memory: Mechanisms of Active Maintenance and Executive Control (1999)Decoding, Reading, and Reading Disability (1986)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)Handbook of reading research (1991)Child Development and Emergent Literacy (1998)Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. (2002)Specific reading disability (dyslexia): what have we learned in the past four decades? (2004)Intelligence: Knowns and unknowns. (1996)Human cognitive abilities a survey of factor-analytic studies (2004)Training and plasticity of working memory (2010)Is working memory training effective? A meta-analytic review. (2012)Video game training enhances cognitive control in older adults (2013)A First Language: The Early Stages (1974)Language Learnability and Language Development (1986)On the capacity of attention: Its estimation and its role in working memory and cognitive aptitudes (2005)Cognitive Load During Problem Solving: Effects on Learning (1988)Cognitive load theory and educational technology (2019)Cognitive-Load Theory: Methods to Manage Working Memory Load in the Learning of Complex Tasks (2020)Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load (2021)Phonological memory deficits in language disordered children: Is there a causal connection? (1990)Cognitive Architecture and Instructional Design (1998)Multimedia Learning (2002)Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005)Interactive Multimodal Learning Environments (2007)Focus on Formative Feedback (2008)The magical number 4 in short-term memory: A reconsideration of mental storage capacity (2001)Working memory: looking back and looking forward (2003)Working Memory: Theories, Models, and Controversies (2011)
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References

  • 1974Working Memory9,867 cited
  • 2000The episodic buffer: a new component of working memory?7,358 cited
  • 2006Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching6,900 cited
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  • 2019Cognitive Architecture and Instructional Design: 20 Years Later2,323 cited
  • 1998The phonological loop as a language learning device.2,200 cited
  • 2008Improving fluid intelligence with training on working memory2,185 cited
  • 2002School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.1,872 cited
  • 2004The Generality of Working Memory Capacity: A Latent-Variable Approach to Verbal and Visuospatial Memory Span and Reasoning.1,677 cited
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  • 2004Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills.1,496 cited
  • 1996

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Working memory and language comprehension: A meta-analysis
1,431 cited
  • 2003Increased prefrontal and parietal activity after training of working memory1,317 cited
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    • 2023Modern Assessments of Intelligence Must Be Fair and Equitable39 cited
    • 2024Considering roles of executive functions in the science of reading: A meta-analysis highlighting promises and challenges of reading-specific executive functions28 cited