Determining the extent to which certain cognitive factors influence performance is not unique to research. Cognitive processes have been one of the most researched particularly in young children with learning and reading difficulties for the past 30 years (Swanson, Cooney, & McNamara, 2004). Working memory, therefore, will be investigated in this study as a possible factor in scholastic success.
The working memory model is probably the most widely used and accepted today (Sternberg, 2009). Working memory holds only the most recently activated, or conscious, part of long term memory, and it moves these activated elements into and out of brief, temporary memory storage (Dosher, 2003). Alan Baddeley (Baddeley, 1990b) has suggested an integrative
The working memory model is probably the most widely used and accepted today (Sternberg, 2009). Working memory holds only the most recently activated, or conscious, part of long term memory, and it moves these activated elements into and out of brief, temporary memory storage (Dosher, 2003). Alan Baddeley (Baddeley, 1990b) has suggested an integrative