ABSTRACT
Students should use the spatial working memory and the object working memory parts of their front cortex to make full use of the mental power they possess. If working memory could hold more information or hold it longer, the authors might not be able to reason as well as they do. A classic error of college teachers is to keep shoving information in one end of working memory, not realizing that they are shoving other data out the other end. And recent research suggests that the more things they have in working memory, the harder it is for us to focus on what is most important. This view of working memory suggests that the teacher should break things up. Brain imaging studies suggest that this executive activity engages more of the front cortex than working memory does.
