Abstract
Simultaneous studies of the effect of working memory space and field‐dependence on science performance at secondary and tertiary levels give insight into the way that students process new information. The idea of potential and usable processing space is explored and consequent teaching strategies are discussed.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
