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Kaufman (2013)
Does WM allow one to control their train of thoughts so that one’s everyday intellectual functioning could be improved?
According to Kaufman (2013), encouraging the acquisition of WM-related skills contributes to a significant improvement in one’s intellectual abilities. Particularly, the adoption of WM-based strategies helps one control the thinking process successfully. Being one of the crucial multiple interacting cognitive functions, WM must be deemed as the skill that defines one’s cognitive development (Kaufman, 2013). Specifically, the opportunities for developing fluid reasoning need to be listed among the key advantages that the WM strategy has to offer.
Does WM help improve one’s critical thinking skills? Kaufman (2013) specifies that, while WM contributes massively to the improvement of one’s ability to focus, it does not affect one’s critical reasoning abilities directly. Apart from WM-related training, one should also participate in discussions, analytical tasks, and other activities that encourage critical thinking.
Regner et al. (2010)
Does a better understanding of the individual differences and the following drop-in stereotyping levels allow increasing the efficacy of WM-related training?
According to Regner et al. (2010), there is a direct link between the ability to develop WM skills and the degree of stereotyping to which one is subject. Regner et al. (2010) specify that gender-related biases have a tangible effect on people’s ability to acquire WM-related skills. Women are especially vulnerable to the threat of stereotyping as the primary barrier to the acquisition of WM skills, as the researchers declare (Regner et al., 2010).
Is the process of WM development affected by the phenomenon known as choking under pressure?
Regner et al. (2010) state that the process of developing WM may be impeded once a patient is exposed to significant pressure caused by stereotypes and similar social issues.
What Has Neuroscience Contributed to Our Knowledge of Working Memory?
Neuroscience as the discipline that studies the nervous system has created opportunities for developing an understanding of what WM is. Furthermore, with the help of neuroscience, it became possible to explore the phenomenon of WM from a cognitive perspective. For instance, the theory concerning data being encoded into WM by the long-term memory was developed based on the premises created with the help of the perspective provided by neuroscientists (Regner et al., 2010). Furthermore, the framework that cognitive neuroscience provides can be utilized to study WM and, therefore, identify the tools that can be used to improve it significantly. As a result, a range of myths about WM has been addressed and subverted successfully, including the one stating that WM –related training cannot be used to improve one’s intellectual abilities and skills (Kaufman, 2013). As a result, neuroscience has created opportunities for successful cognitive development.
What Might Be the Practical Applications of a Good Model of Working Memory?
By using an appropriate WM-based training strategy, one is likely to improve one’s learning skills. For instance, the ability to read and solve mathematical and logical problems can be viewed as a direct effect of engaging in WM training (Kaufman, 2013). Furthermore, the adoption of the identified model is likely to help one bypass one’s learning disability and acquire the necessary knowledge and abilities successfully despite possible problems with reading, analyzing data, etc. (Kaufman, 2013).
Furthermore, WM-based learning is likely to spur one’s progress as far as the development of reasoning ability is concerned. WM will help form coherent conclusions and identify logical connections between specific statements. In other words, WM can be used to help learners develop the skills associated with a logical deduction (Regner et al., 2010).
References
Kaufman, S. B. K. (2013). In defense of working memory training.Scientific American. Web.
Regner, I., Smeding, A., Gimmig, D., Thinus-Blanc, C., Monteil, J., & Huguet, P. (2010). Individual differences in working memory moderate stereotype-threat effects. Psychological Science, 21(11), 1646-1648. Web.
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