Working memory is one of the most studied topics in cognitive psychology since the theory proposed by Baddeley and Hitch in 1974. Since then, other models have been developed and compiled into two book volumes dedicated to working memory, one in 1999 and the other in 2021. In this article, we present three influential models in the literature of the two decades between the publication of the two volumes: the multicomponent model, the time-based resource-sharing (TBRS) model, and the embedded-processes model. We explain the development of these theories and summarize their features regarding the structure and functioning of working memory. The three theories differ mainly on the presence of specialized modules in working memory, their relationship with long-term memory, and the strategies for maintaining information in the system. A comparative framework between the three theoretical models is proposed at the end, alongside with considerations on the advancement of working memory theories and directions for future research.
Commercial cognitive training programs have been proposed as a non-pharmacological treatment of ADHD-related outcomes, such as learning difficulties and academic achievement. Most of these programs focus on working memory, an essential cognitive ability sustaining nearly every conscious mental activity. In this article, we present and summarize the main studies assessing the effectiveness of such training programs on working memory. The reported studies have failed to show a positive far-transfer and long-term effect of cognitive training both in typically developing individuals and children with ADHD. In the end, we present emerging alternative approaches to the use of cognitive training to improve working memory functioning in children with ADHD.
O estudante ou pesquisador que inicia seus estudos em Psicologia Cognitiva geralmente aprende sobre o funcionamento de diversos sistemas de memória (e.g. memória declarativa/explícita e não-declarativa/implícita, memória episódica, memória semântica, memória operacional/de trabalho, memória procedural), mas não tem acesso aos detalhes do processo científico de descrição desses sistemas. De maneira semelhante, o profissional clínico pode enfrentar dificuldades para compreender os detalhes metodológicos dos estudos que originaram ferramentas de avaliação e intervenção neuropsicológica ao consultar a literatura científica da área. O objetivo deste artigo é apresentar uma visão global dos desafios teóricos e metodológicos no estudo da memória humana, com ênfase na delimitação dos sistemas de memória.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.