Working Memory's Influence on Academic Learning and Performance

Abstract

Students with higher working memory (WM) capacity do better in school than students with lower WM capacity. Successful acquisition of academic skills and the performance of those skills rely heavily on WM. As reported by H. L. Swanson in dozens of studies, WM deficits are a primary “cause” of all types of specific learning disabilities (SLD). This chapter details the relations between each type of educational SLD and the five WM components. WM is necessary for learning and academic performance because they require manipulation of information, interaction with long-term memory, and simultaneous retention and processing of information. In the typical classroom learning environment, continuous, heavy demands are placed on WM. Cognitive load is the processing dimension of WM. Mathematics skills are usually divided into two types—basic arithmetic calculation and mathematics problem solving. To varying degrees, both types of mathematics skills involve all five WM components.

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