The Multicomponent Working Memory Model, Attention, and Long-term Memory in Multimedia Learning: A Comment on Schweppe and Rummer (2014)

Abstract

Multimedia learning theories rely on findings from different areas of fundamental psychological research. Working memory is undoubtedly a particularly important concept for these theories. However, the application of findings from fundamental research to multimedia learning is not as straightforward as it might seem at first glance, and misinterpretations are pervasive in the literature. The recent article of Schweppe and Rummer (2014) represents an important contribution in this respect. Their paper outlines assumptions in Baddeley and Hitch’s (1974) multicomponent working model and discusses the implementation of these assumptions in popular multimedia learning theories such as the cognitive theory of multimedia learning (CTML; Mayer 2009) and cognitive load theory (CLT; Sweller et al. 2011). The authors then continue arguing that the multicomponent model conceives working memory as structurally separate from long-term memory, and that this assumed separation has drawbacks with regard to explaining a number of effects in multimedia studies. As an alternative foundation for multimedia learning theories, they propose Cowan’s (1999) embedded-processes model. While this effort should be highly valued, the present commentary argues (a) that Schweppe and Rummer’s rejection of the multicomponent model as a basis for multimedia theories is based on a misinterpretation of the relationship between working memory and long-term memory in the multicomponent model, (b) that the multicomponent model and the embeddedprocesses model can be seen as complementary approaches, and (c) that a complete theory of multimedia learning needs to fully integrate both central executive (i.e., attentional) and functionally specialized (e.g., phonological and visuospatial) mechanisms.