How Working Memory Relates to Learning and Intelligence
Working memory is the second stage of information processing and receives all information that is attended to at the short-term sensory storage. It processes information based on what it looks like, sounds like, feels like, tastes like or what it means. The working memory bank has a limited capacity that lasts between 20 to 30 seconds. The key to working memory is rehearsal. Information that is rehearsed at the working memory is processed into relatively long-lasting concepts and it proceeds to the long term memory bank for storage (Hill, Foster, Sofko, Elliott, & Shelton, 2016).
Rehearsal of information in the working memory depends on both ability and motivation, both of which are informed by an individual’s intelligence (Hill, Foster, Sofko, Elliott, & Shelton, 2016). Intelligence in-turn determines the ability to learn which depends on motivation of an individual. This is because learning is a relatively permanent change in both knowledge and behavior and it occurs as a result of reinforced practice (Anderson, 2008). Since learning depends on reinforced practice to take place, then it depends on motivation as well. Practice cannot occur without motivation. Motivation being an aspect of intelligence, it means that persons with higher intelligence are better learners than those ranking lower in intelligence. Therefore, individuals with high intelligence scores have a more powerful working memory and are better learners than those with lower intelligence scores.
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Differences between Fluid Intelligence and Crystallized Intelligence
Fluid intelligence is the ability to think abstractly, reason rationally, solve problems appropriately, identify patterns and discern relationships. On the other hand, crystallized intelligence involves the use of knowledge, skills and experience. Crystallized intelligence is not the same as memory but it relies on long-term memory to retrieve and use information (Ellingsen, & Ackerman, 2016). Example of fluid intelligence is the ability to calculate a mathematical problem effectively and efficiently while crystallized intelligence is manifested in situations such as technical wiring done quickly by an expert in the field of engineering.
References
Anderson, T. (Ed.). (2008). The theory and practice of online learning . Athabasca University Press.
Ellingsen, V. J., & Ackerman, P. L. (2016). Fluid–Crystallized Theory of Intelligence. The Encyclopedia of Adulthood and Aging .
Hill, B. D., Foster, J. D., Sofko, C., Elliott, E. M., & Shelton, J. T. (2016). The interaction of ability and motivation: Average working memory is required for need for cognition to positively benefit intelligence and the effect increases with ability. Personality and Individual Differences , 98 , 225-228.
