The role of working memory in long-term learning: Implications for childhood development

Abstract

Abstract In this chapter, we discuss the crucial role of working memory limitations in long-term learning. Convincing correlational evidence suggests that working memory ability is related to various measures of educational attainment. Here, we focus on how and why reduced working memory ability may restrict long-term learning. Specifically, we consider the working memory system as a bottleneck for long-term learning, constraining the ability to learn the meaning of new concepts and encode new information. We also discuss how working memory plays a direct role in a learner's ability to follow instructions and stay on task. Then, we discuss the essential role that long-term memory knowledge plays in ongoing working memory processing. For instance, prior knowledge allows us to categorize and chunk information. The interaction between working memory and long-term memory may form a positive feedback loop with development. For example, as children develop, better working memory might allow more knowledge accumulation, which could, in turn, help in the offloading of working memory to long-term memory, leaving more working memory free to facilitate subsequent learning activities. We suggest that adjusting learning materials according to the learners' working memory abilities—and long-term memory knowledge—may allow the most efficient learning.