Revisiting Working Memory Fifty Years after Baddeley and Hitch: A Review of Field-specific Conceptualizations, Use and Misuse, and Paths Forward for Studying Children

As trained educational and developmental psychologists who study the role of working memory in educational outcomes, we know the various assumptions made about definitions and measurements of this cognitive ability. Considering the popularity of the Baddeley and Hitch working memory model (1974) in these fields, we raise challenges related to measurement, adopting approaches from adult models, and the concept of executive function in developmental and educational studies. We propose that researchers consider how working memory tasks might tap multiple other abilities. This is problematic in the context of child cognitive development and in understanding which factors explain educational outcomes in children. We recommend giving greater attention to the central executive, acknowledging the overlap between the central executive and executive function in study design, and investigating a developmental model in the context of the broader abilities evoked in measurement. These recommendations may provide a fuller understanding of working memory’s mechanistic role in children’s learning and development and assist in developing reasonable adjustments for specific aspects of working memory for children who struggle

A Spicy Take on Working Memory: A Review of Field Specific Conceptualizations, Use and Misuse, and Paths Forward

As trained educational and developmental psychologists who study the role of working memory in educational outcomes, we know the various assumptions made about definitions and measurements of this cognitive ability. Considering the popularity of the multi-component working memory model in these fields, we describe the considerable overlap of the central executive with executive function and how this has a downstream problematic effect on measurement. We further consider that working memory tasks are an outcome of research with adult populations and, as such, do not consider points of development in children concerning the numerous abilities involved in working memory task completion. Limitations in our understanding of which cognitive abilities are essential in education and development are discussed in the context of how we can capture students’ capabilities and support challenges. Recommendations are made as to how we might more precisely measure working memory, and we argue there is value in investigating the feasibility of a developmental model to facilitate a more detailed understanding of the roles of working memory and related factors in learning

The Role of Sketch Quality and Visuo-Spatial Working Memory in ScienceAccuracy

Sketching is often a helpful strategy for solving science problems. We examined the role of visuo-spatial working memoryand sketching in predicting science problem solving accuracy. Sketches were coded for quality based on whether theyincluded elements and relationships in the sketches. Regression analyses were done regressing working memory onto science problem solving. A mediation analysis was also conducted to determine whether sketch quality mediated therelationship between working memory and science accuracy. Findings are discussed in terms off implications for educationand classroom instruction

Early Experiences and School Readiness: A Within and Between Exploration of the Opportunity Propensity Model

The Opportunity-Propensity Model (OPM) specifies that antecedents (demographics that predict opportunities and propensities occurring before formal schooling), opportunities (exposure to experiences afforded in the home, community, and school), and propensities (pre- existing skills that help children take advantage of opportunities) work in concert to explain individual differences in achievement. Recent work has also pointed towards transactional relations of academic and domain-general skills (working memory), which shares some overlap with the OPM. However, OPM has not been used to explain these transactions. Additionally, researchers have not used the OPM to predict between- versus within-person differences over time, though this might help provide insights on developmental patterns and educational practice. In this study, we use the Early Childhood Longitudinal Study – 2010-2011 to examine the extent to which the OPM accounts for the transaction between mathematics and working memory

Testing Theories of Working Memory and Their Links to Mathematics Achievement (Education)

Numerous studies have suggested a relationship between working memory and mathematical ability. However, despite theclear relationship between these two constructs, it is still unclear why working memory might be related to mathematicalability. In the current study, we tested three possible theories, the Positive Manifold, a mediation model, and a Transac-tional model. Using path analyses in a structural equation modeling (SEM) framework, fit indices indicated an excellent fitfor the Transactional model, while a poor fit was shown for the remaining models. This finding may suggest that workingmemory and mathematical ability interact in a recursive manner over time, and essentially influence one another over adevelopmental trajectory. Findings may demonstrate the continued importance of working memory early in developmentand understanding how improving working memory may help struggling students in mathematics

Understanding Working Memory and Mathematics Development in Ethnically/Racially Minoritized Children through an Integrative Theory Lens

Limited research on working memory has centered on ethnically/racially minoritized children, thereby limiting researchers’ abilities to draw conclusions about working memory or to provide additional supports in cultivating working memory for these children. Using the Integrative Theory as a lens, the current study explored the predictive benefit of parent academic socialization strategies on the working memory and subsequent mathematics skills of a nationally representative sample of ethnically/racially minoritized children. Using structural equation modeling techniques, a path model including social position; family structure; leisure activities; parent academic socialization strategies; and their association with kindergarten Asian/Asian-American (N = 1211), Black (N = 1927), and Latine (N = 3671) children’s working memory and first-grade mathematics skills were examined. Furthermore, multigroup moderation was used to test for differences between ethnic/racial groups. Connections to social capital theory, community cultural wealth, and culturally relevant interpretations of the study findings are discussed

Graduate Student Employee Unionization: Considerations for the Future of Graduate Education in Psychology

The graduate student employee (GSE) labor movement in the United States has grown rapidly in the past decade. GSEs have found cause to devote their time and energy towards organizing graduate students to support GSE unionization. The organization of GSE labor represents a historic shift in the relationship between trainees in the academy, the professoriate, and the university system. As social scientists, educators, and health professionals, psychologists can play a substantial role in shaping discourse on the labor movement in graduate education. To date, however, the field of psychology has remained mute with respect to organized GSE labor. We review recent developments in the debate concerning GSE labor organization and assess the impact of organized GSE labor on teaching, research, and clinical training. We contend that ongoing efforts to organize graduate student labor will have a significant impact on the future of psychological education that demands the voice and attention of the field. Finally, we conclude with a call to the action for psychologists in the training community and an invitation for further discussion on GSE unionization within the profession