It’s interesting to see how cognitive science has recently become interesting to teachers. The field has some useful models and findings when it comes to understanding memory and motivational processes; some of which are quite applicable to teaching. It’s worth remembering, always, that cognitive science is only ‘what we know so far’; as Piaget said, “Scientific knowledge is in perpetual evolution; it finds itself changed from one day to the next.”
However, one of the more robust theories within cognitive science has proven to be the Working Memory Model (WMM), originally developed in 1974 by Alan Baddeley and Graham Hitch. As you’d expect for a scientific theory, it has been refined a number of times since the original model, but the basic elements of the model have survived the process of empirical attempts to falsify them very well.
Up to then, the Multi-Store Model (MSM) had been the dominant theory…
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The Echo Chamber 