Sana Faria, Fenesi Barbara
Faculty of Humanities and Social Sciences, Athabasca University, Athabasca, AB T9S 3A3, Canada.
Faculty of Education, Western University, London, ON N6G 1G7, Canada.
Behav Sci (Basel). 2025 Jun 2;15(6):765. doi: 10.3390/bs15060765.
Working memory (WM) is a cognitive system with limited capacity that enables individuals to focus on goal-relevant information while filtering distractions and integrating new knowledge. Differences in WM capacity influence how students engage with instructional materials, shaping the effectiveness of educational interventions. This raises the following question: which instructional methods work best, for whom, and under what conditions? The aptitude-treatment interaction (ATI) framework addresses this by examining how learning outcomes are influenced by the alignment between cognitive abilities, such as WM, and instructional strategies. This paper reviews WM's role in learning and academic achievement, explores ATI's relevance in contemporary education research, and highlights how this framework can guide the development of adaptive instructional strategies that support diverse learners.
工作记忆（WM）是一种容量有限的认知系统，它使个体能够专注于与目标相关的信息，同时过滤干扰并整合新知识。工作记忆容量的差异会影响学生与教学材料的互动方式，从而影响教育干预的效果。这就引出了以下问题：哪种教学方法最有效，对谁有效，在什么条件下有效？能力-处理交互作用（ATI）框架通过研究诸如工作记忆等认知能力与教学策略之间的匹配如何影响学习成果来解决这个问题。本文回顾了工作记忆在学习和学业成就中的作用，探讨了ATI在当代教育研究中的相关性，并强调了该框架如何指导支持多样化学习者的适应性教学策略 的发展。
