We trust that information learned at school and college is reliable and current. However, outside of formal education we may form mental models that are not wholly accurate, perhaps because we were influenced by an outdated theory or hearsay.

For example, in the 20th century, many people believed it was possible to catch a cold from being out in rain and getting their hair wet. In 2021, many people reportedly believed that Covid vaccines alter DNA, despite there being no evidence to this effect.

We don’t always create accurate models from our lived experiences. For example, if someone has owned two Ford cars, both of which broke down regularly, they might create a mental model that all vehicles made by that manufacturer are unreliable. Similarly, if a clinician witnessed a drug fail with a small number of patients, they may have built a mental model which asserts that particular treatment to be ineffective. However, in both examples, a small number of instances are not indicative of the larger picture which emerges when thousands of cars and hundreds of patients are taken into account.

Learning process

Working memory -> Long-term memory

Working memory can only process four new items at a time.

We learn best when the pace of learning matches the capacity of our working memory to process it. Too little, and we can become bored because there is insufficient stimulation. Too much, and working memory becomes congested and relatively little is remembered.

Working memory capacity is effectively set for adults, but the educationally purposeful use of the visual part can increase its capacity.

It’s really important to be aware this increase in capacity does not apply to text slides. Although text initially enters the brain through the eyes, it is processed by the language part of working memory. The display of text while a trainer talks has a similar effect to two trainers speaking simultaneously at different speeds. This is because learners read approximately twice as fast as a trainer speaks.

An understanding of the contrast between the almost unlimited capacity of long-term memory and its highly restricted access via working memory is crucial to designing teaching and learning regardless of where and how it takes place. A common factor in all learning environments and systems is the working memory capacity of the learners.