Working memory, fluid intelligence, and science learning

Educational Research Review

Volumn 1, Issue 2, 2006, Pages 83-98

  Yuan, Kun ^a   Steedle, Jeffrey ^a   Shavelson, Richard ^a   Alonzo, Alicia ^a   Oppezzo, Marily ^a  

^a STANFORD UNIVERSITY   (United States)

Author keywords

Fluid intelligence; Science learning; Working memory

Indexed keywords

EID: 33749594278     PISSN: 1747938X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.edurev.2006.08.005     Document Type: Article

References (92)

1. Abu-Rabia S. The Influence of working memory on reading and creative writing processes in a second language. Educational Psychology 23 (2003) 209-222
2. Ackerman P.L., Beier M.E., and Boyle M.O. Individual differences in working memory within a nomological network of cognitive and perceptual speed abilities. Journal of Experimental Psychology: General 131 (2002) 567-589
3. Ackerman P.L., Beier M.E., and Boyle M.O. Working memory and intelligence: The same or different constructs?. Psychological Bulletin 131 (2005) 30-60
4. Alloway T.P. How does working memory work in the classroom. Educational Research Review 1 (2006) 134-139
5. Atkinson R.C., and Shriffrin R.M. Human memory: A proposed system and its control processes. In: Spence K.W., and Spence J.T. (Eds). The psychology of learning, remembering, and forgetting: Proceedings of the second conference (1968), New York Academy of Sciences, New York
6. Baddeley A. Is working memory still working?. European Psychologist 7 (2002) 85-97
7. Baddeley A., and Hitch G. Working memory. In: Bower G.H. (Ed). The psychology of learning and motivation 8 (1974), Academic Press, New York 47-89
8. Barnard P. Interacting cognitive subsystems: Modeling working memory phenomena within a multiprocessor architecture. In: Miyake A., and Shah P. (Eds). Models of working memory: Mechanisms of active maintenance and executive control (1999), Cambridge University Press, New York 298-339
9. Beier, M. E. & Ackerman, P. L. (2005). Working memory and intelligence: Different constructs. Reply to Oberauer et al. (2005) and Kane et al. (2005). Psychological Bulletin, 131, 72-75.
10. Cantor J., Engle R.W., and Hamilton G. Short-term memory, working memory, and verbal abilities: How do they relate?. Intelligence 15 (1991) 229-246
11. Carroll J.B. Human cognitive abilities: A survey of factor-analytic studies (1993), Cambridge University Press, New York
12. Cattell R.B. Measuring intelligence with the culture fair test (1973), Institute for Personality and Ability Testing, Champaign, IL
13. Centro editor de psicologia aplicada (1993). Tests das Matrizes Progressivas de Raven-Escala Geral. Adapted by Francisco Campos; Revised by Suzana Ezequiel da Cunha. RJ: CEPA.
14. Chase W.G., and Ericsson K.A. Skill and working memory. Psychology of Learning and Motivation 16 (1982) 1-58
15. Colom R., Flores-Mendoza C., and Rebollo I. Working memory and intelligence. Personality and Individual Differences 34 (2003) 33-39
16. Conway A.R.A., Cowan N., Bunting M.F., Therriault D.J., and Minkoff S.R.B. A latent variable analysis of working memory capacity, short-term memory capacity, processing speed, and general fluid intelligence. Intelligence 30 (2002) 163-183
17. Cooper G.A., and Sweller J. The effects of schema acquisition and rule automation on mathematical problem-solving transfer. Cognition Science 13 (1987) 145-182
18. Cornoldi C., and Venville G. Visuo-spatial working memory and individual differences (2003), Psychology Press, New York
19. Corsi, P. M. (1972). Human memory and the medial temporal region of the brain. Unpublished Doctoral dissertation, McGill University, Montreal.
20. Court, J. H. & Raven, J. C. (1982). Manual for Raven's Progressive Matrices and Vocabulary Scales. (Research Supplement No. 2 Part 3 Sect 7 ed.). London: H. K. Lewis.
21. Cowan N. An embedded-processes model of working memory. In: Miyake A., and Shah P. (Eds). Models of working memory: Mechanisms of active maintenance and executive control (1999), Cambridge University Press, New York 62-101
22. Daneman M., and Carpenter P.A. Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior 19 (1980) 450-466
23. Daneman M., and Tardif T. Working memory and reading skill re-examined. In: Coltheart M. (Ed). Attention and performance Vol. 7 (1987), Erlbaum, London 491-508
24. Danili E., and Reid N. Some strategies to improve performance in school chemistry, based on two cognitive factors. Research in Science and Technological Education 22 (2004) 203-226
25. De Smedt, B., Ghesquiere, P., & Verschaffel, L. (2004, April). Working memory and arithmetic abilities in seven and eleven year old children. Paper presented at the European Working Memory Symposium EQOMS II, Beaune, France.
26. Deary I.J. Looking down on human intelligence: From psychometrics to the brain (2000), Oxford University Press, New York
27. Della Sala S., Gray C., Baddeley A., Allamano N., and Wilson L. Pattern span: A tool for unwelding visuo-spatial memory. Neuropsychologia 37 (1999) 1189-1199
28. Ebbinghaus H. Über das gedächtnis: Untersuchungen zur experimentellen psychologie (1885), Duncker & Humblot, Leipzig
29. Ekstrom R.B., French J.W., and Harman H.H. Manual for kit of factor referenced cognitive tests (1976), Educational Testing Service, Princeton, NJ
30. Engle R.W. Working memory capacity as executive attention. Current Directions in Psychological Science 11 (2002) 19-23
31. Engle R.W., Kane M.J., and Tuholski S.W. Individual differences in working memory capacity and what they tell us about controlled attention, general fluid intelligence, and functions of the prefrontal cortex. In: Miyake A., and Shah P. (Eds). Models of working memory: Mechanisms of active maintenance and executive control (1999), Cambridge University Press, New York 102-134
32. Engle R.W., Nations J.K., and Cantor J. Is "working memory capacity" just another name for word knowledge?. Journal of Educational Psychology 82 (1990) 799-804
33. Engle R.W., Tuholski S.W., Laughlin J.E., and Conway A.R.A. Working memory, short-term memory, and general fluid intelligence: A latent-variable approach. Journal of Experimental Psychology: General 128 (1999) 309-331
34. Ericsson K.A. Exceptional memorizers: made, not born. Trends in Cognitive Sciences 7 (2003) 233-235
35. Ericsson K.A., and Delaney P.F. Long-term working memory as an alternative to capacity models of working memory in everyday skilled performance. In: Miyake A., and Shah P. (Eds). Models of working memory: Mechanisms of active maintenance and executive control (1999), Cambridge University Press, New York 257-297
36. Ericsson K.A., and Kintsch W. Long-term working memory. Psychological Review 102 (1995) 211-245
37. Floyd M., and Scogin F. Effects of memory training on the subjective memory functioning and mental health of older adults: A meta-analysis. Psychology and Aging 12 (1997) 150-161
38. Fry A.F., and Hale S. Processing speed, working memory, and fluid intelligence: Evidence for a developmental cascade. Psychological Science 7 (1996) 237-241
39. Gathercole S.E., Pickering S.J., Knight C., and Stegmann Z. Working memory skills and educational attainment: Evidence from national curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology 18 (2004) 1-16
40. Hambrick D.Z., and Engle R.W. Effects of domain knowledge, working memory capacity, and age on cognitive performance: An investigation of the knowledge-is-power hypothesis. Cognitive Psychology 44 (2001) 339-387
41. Hass J. The situation in industry and the loss of interest in science education. European Journal of Education 40 (2005) 406-416
42. James, W. (1890). The principles of psychology. Retrieved March 12, 2005, from http://psychclassics.yorku.ca/James/Principles/index.htm.
43. Jensen A.R. The g factor: The science of mental ability (1998), Praeger, Westport, CT
44. Johnstone A.H., and Al-Naeme F.F. Room for scientific thought. International Journal of Science Education 14 (1991) 187-192
45. Johnstone A.H., and El-Banna H. Capacities, demands, and processes-a predictive model for science education. Education in Chemistry 23 (1986) 80-84
46. Jurden F.H. Individual differences in working memory and complex cognition. Journal of Educational Psychology 87 (1995) 93-102
47. Kail R., and Hall L.K. Distinguishing short-term memory from working memory. Memory & Cognition 29 (2001) 1-9
48. Kane M.J., and Hambrick D.Z. The generality of working memory capacity: A latent-variable approach to verbal and visuospatial memory span and reasoning. Journal of Experimental Psychology: General 133 (2004) 189-217
49. Kane M.J., Hambrick D.Z., and Conway A.R. Working memory capacity and fluid intelligence are strongly related constructs: Comment on Ackerman, Beier, and Boyle (2005). Psychological Bulletin 131 (2005) 66-71
50. Kane M.J., Hambrick D.Z., Tuholski S.W., Wilhelm O., Payne T.W., and Engle R.W. The generality of working memory capacity: A latent-variable approach to verbal and visuospatial memory span and reasoning. Journal of Experimental Psychology General 133 (2004) 189-217
51. Kieras D.E., Meyer D.E., Mueller S., and Seymour T. Insights into working memory from the perspective of the EPIC architecture for modeling skilled perceptual-motor and cognitive human performance. In: Miyake A., and Shah P. (Eds). Models of working memory: Mechanisms of active maintenance and executive control (1999), Cambridge University Press, New York 183-223
52. Kline P. Handbook of psychological testing. 2nd ed. (2000), Routledge, New York
53. Klingberg T., Fernell E., Olesen P.J., Johnson M., Gustafsson P., Dahlstrom K., et al. Computerized training of working memory in children with ADHD: A randomized, controlled trial. Journal of American Academic Child Adolescent Psychiatry 44 (2005) 177-186
54. Kyllonen P.C. g: Knowledge, speed, strategies, or working memory capacity? A systems perspective. In: Sternberg R.J., and Gigorenko E.L. (Eds). The general factor of intelligence: How general is it? (2002), Erlbaum, Mahwah, NJ 415-445
55. Kyllonen P.C., and Christal R.E. Reasoning ability is (little more than) working-memory capacity?!. Intelligence 14 (1990) 389-433
56. Lezak M.D. Neuropsychological assessment (1995), Oxford University Press, New York
57. Lohmann D.F., and Nichols P.D. Training spatial abilities: Effects of practice on rotation and synthesis tasks. Learning and Individual Differences 2 (1990) 67-93
58. Lovett M.C., Reder L.M., and Lebiere C. Modeling working memory in a unified architecture: An ACT-R perspective. In: Miyake A., and Shah P. (Eds). Models of working memory: Mechanisms of active maintenance and executive control (1999), Cambridge University Press, New York 135-182
59. Martinez M.E. Education as the cultivation of intelligence (2000), Lawrence Erlbaum Associates, Mahwah, New Jersey
60. Masson M.E., and Miller J.A. Working memory and individual differences in comprehension and memory for text. Journal of Educational Psychology 75 (1983) 314-318
61. Miller G.A. The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review 63 (1956) 81-97
62. In: Miyake A., and Shah P. (Eds). Models of working memory: Mechanisms of active maintenance and executive control (1999), Cambridge University Press, New York
63. Niaz M., and Logie R.H. Working memory, mental capacity and science education: Towards an understanding of the "working memory overload hypothesis". Oxford Review of Education 19 (1993) 511-525
64. Oberauer K., Süß H.-M., Schulze R., Wilhelm O., and Wittmann W.W. Working memory capacity-facets of a cognitive ability construct. Personality and Individual Differences 29 (2000) 1017-1045
65. Oberauer K., Süß H.-M., Wilhelm O., and Wittmann W.W. The multiple faces of working memory: Storage, processing, supervision, and coordination. Intelligence 31 (2003) 167-193
66. Opdenacker C., Fierens H., Brabant H.V., Sevenants J., Spruyt J., Slootamekers P.J., et al. Academic performance in solving chemistry problems related to student working memory capacity. International Journal of Science Education 12 (1990) 177-185
67. Raven J.C. Advanced progressive matrices sets I and II (1958), H. K. Lewis & Co, London
68. Raven J.C. Coloured progressive matrices (1995), Oxford Psychological Press, Oxford
69. Raven J.C. Raven's progressive matrices (1998), Oxford Psychologists Press, Oxford, UK
70. Raven J.C., Court J.H., and Raven J. Standard progressive matrices (1977), H. K. Lewis, London
71. Reuhkala M. Mathematical skills in ninth-graders: Relationship with visuo-spatial abilities and working memory. Educational Psychology 21 (2001) 387-399
72. Rosen V.M., and Engle R.W. Forward and backward serial recall. Intelligence 25 (1997) 37-47
73. Salthouse T.A., and Babcock R.L. The reading and computational span tasks (1990), Georgia Institute of Technology
74. Schneider W. Working memory in a multilevel hybrid connectionist control architecture (CAP2). In: Miyake A., and Shah P. (Eds). Models of working memory: Mechanisms of active maintenance and executive control (1999), Cambridge University Press, New York 340-374
75. Shah P., and Miyake A. Models of working memory: An introduction. In: Shah P., and Miyake A. (Eds). Models of working memory: Mechanisms of active maintenance and executive control (1999), Cambridge University Press, New York 1-27
76. Stauffer J.M., Ree M.J., and Carretta T.R. Cognitive-components tests are not much more than g: An extension of Kyllonen's analyses. The Journal of General Psychology 123 (1996) 193-205
77. Staver J.R., and Jacks T. The influence of cognitive reasoning level, cognitive restructuring ability, disembedding ability, working memory capacity, and prior knowledge on students' performance on balancing equations by inspection. Journal of Research in Science Teaching 25 (1988) 763-775
78. Swanson H.L., and Howell M. Working memory, short-term memory, and speech rate as predictors of children's reading performance at different ages. Journal of Educational Psychology 93 (2003) 720-734
79. Sweller J. Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction 4 (1994) 295-312
80. Sweller J., and Chandler P. Why some material is difficult to learn. Cognition and Instruction 12 (1994) 185-233
81. Sweller J., and Cooper G.A. The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction 2 (1985) 59-89
82. Sweller J., van Merrienboer J.J., and Paas F.G. Cognitive architecture and instructional design. Educational Psychology Review 10 (1998) 251-296
83. Thurstone L.L. Primary mental abilities (1938), University of Chicago Press, Chicago
84. Tsaparlis G. Non-algorithmic quantitative problem solving in university physical chemistry: A correlation study of the role of selective cognitive factors. Research in Science & Technological Education 23 (2005) 125-148
85. Turley-Ames K.J., and Whitfield M.M. Strategy training and working memory task performance. Journal of Memory and Language 49 (2003) 446-468
86. Turner M.L., and Engle R.W. Is working memory task dependent?. Journal of Memory and Language 28 (1989) 127-154
87. Unsworth N., and Engle R.W. Simple and complex memory spans and their relation to fluid abilities: Evidence from list-length effects. Journal of Memory and Language 54 (2006) 68-80
88. U.S. Department of Defense (1984). Armed Services Vocational Aptitude Battery (ACVAB): Test manual. North Chicago: U.S. Military Entrance Processing Command.
89. Vecchi T., and Richardson J.T.E. Measures of visuospatial short-term memory: The knox cube imitation test and the corsi blocks test compared. Brain and Cognition 46 (2001) 291-295
90. Wechsler D. WAIS-R manual (1981), The Psychological Corporation, New York
91. Yohman J.R., Schaeffer K.W., and Parsons O.A. Cognitive training in alcoholic men. Journal of Consulting and Clinical Psychology 56 (1988) 67-72
92. Young R.M., and Lewis R.L. The Soar cognitive architecture and human working memory. In: Miyake A., and Shah P. (Eds). Models of working memory: Mechanisms of active maintenance and executive control (1999), Cambridge University Press, New York 224-256