BROADCASTS.com

As students, we're familiar with the need to study and remember large amounts of information, but how does that process actually work, and how can we do it more efficiently?
Today, we'll be talking about memory, and more specifically, working memory.  We'll discuss how we process and encode information and some ways in which we can study more effectively. Moreover, we'll be talking about working memory in the ADHD brain, and we're welcoming a psychology student towards the end to discuss the implications of working memory on reading comprehension and dyslexia!

References 

• Journal Articles 

Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. Psychology of learning and motivation, 2(4), 89-195.  

Baadte, C., Rasch, T., & Honstein, H. (2015). Attention switching and multimedia learning: The impact of executive resources on the integrative comprehension of texts and pictures. Scandinavian Journal of Educational Research, 59(4), 478-498.  

Baddeley, A. (2000). The episodic buffer: a new component of working memory? Trends in cognitive sciences, 4(11), 417-423.  

Baddeley, A. D., & Hitch, G. (1974). Working memory. In Psychology of learning and motivation (Vol. 8, pp. 47-89). Elsevier.  

Brown, S. C., & Craik, F. I. M. (2000). Encoding and retrieval of information. The Oxford handbook of memory, 93-107. 

Rogers, M., Hwang, H., Toplak, M., Weiss, M., & Tannock, R. (2011). Inattention, working memory, and academic achievement in adolescents referred for attention deficit/hyperactivity disorder (ADHD). Child Neuropsychology, 17(5), 444-458. 

Salamé, P., & Baddeley, A. (1989). Effects of background music on phonological short-term memory. The Quarterly Journal of Experimental Psychology Section A, 41(1), 107-122. 

Sweller, J. (2008). Human cognitive architecture. Handbook of research on educational communications and technology, 369-381