A. AL-YAMANI ET AL.
in the cognitive psychology science since it provides is with
application for the cognitive function in general and for the
academic teach in particular (Davis, 2011). Jonidei & Nee
(2006) argued that the working memory is an important cogni-
tive ability contributing in the higher cognitive functions as it
enters in some higher skills such as reading comprehension,
logical training and problem solving.
Baddeley (1986) indicated that working memory is a com-
prehensive system works to unify the functions and subsystems
by the long-term memory, and short-term memory. Duff &
Logie (2001) defined the working memory as the ability to
process information and temporary storage for a short time.
Moreover, Lepine, Barrouillet & Camos (2005) considered it a
cognitive central process for the effective processing of infor-
mation.
Dehn (2008) argued that the working memory is Brain’s abil-
ity to retain information for a short period of time, and employ
them in different cognitive tasks, he pointed out that the three
working memory and executive functions are as follows:
1) Executive memory: Conduct selective attention, ability to
focus on relevant information with the work at the same time to
control the sources of distracting, while coordinating between
different cognitive activities.
2) Auditory memory: the part associated audio information,
which works on information processing, storing or demise of
memory, and verbal information stored two seconds or less.
3) Visual memory: the responsible uncle processing informa-
tion presented visually.
The capacity of the working memory among individuals can
be measures through some knowledge or sentences or verbal
tasks or even visual ones in order to start simple memorization
based on recalling and restoring as well as complex memoriza-
tion based on retention, processing and recalling (Gathercole &
Alloway, 2009).
One of the first models that have been developed to measure
the capacity of the working memory Baddeley model in 1974,
which he redeveloped in 2000, has the executive process, which
controls the operations of attention, information processing, in
addition to the three systems within the memory: the phono-
logical repetition, storing visual and spatial information and the
main memory (Baddeley, 2000).
Afterwards, many models were developed to measure the
capacity of the working memory among individuals, one of
them is Daneman & Carpenter (1980) model containing a set of
sentences read by the individual, and then he must remember
them in the same order in which they presented to him. In addi-
tion, there is Turner & Engle (1989) scale which is based on
mathematical tasks more than sentences.
When testing the capacity of the working memory its capac-
ity limitation must be considered as it fails to help people to
recall information especially if there are distracting sources or
doing complex tasks during information retention (Gathercole
& Alloway, 2009). Abu Al-Naser (2009) mentioned that the
time limit for keeping information in the working memory
ranged from (20 - 30) seconds most of the time.
Individuals differ in the capacity of working memory and the
difference attributed to several factors such as: cognitive de-
velopment, where increasing the capacity of working memory
from childhood to adolescence to adulthood, and an individ-
ual’s ability to process information, and differences in the ca-
pacity of working memory among individuals (Davis, 2011).
Al-Zayyat (1998) pointed to a set of factors that affect the
working memory capacity and its effectiveness including: time
speech or presentation, anxiety or frustration, coding style and
quality, meaning, and emotional and psychological factors of
the individua l .
Since information in the working memory can be lost it must
be activated for retention purposes.
In order to keep the information in working memory for 30
seconds and not more than a few minutes, and access to long-
term memory, the individual uses many strategies and methods
to enable him from retention (Abo Alam, 1996; Abu Nasr,
2009). Al-Dardeer and Abdullah (2005) mentioned to some of
these methods, including the degree of concentration, and the
type of recitations, and learning strategies, and the inevitable
impact of previous learning.
Retention can’t be noted directly but it can be seen through
repetition and recognizing as well as information retrieving
(Al-Melhem, 2003). Keeping or retention means the ability to
retain what is taught. Al-Dafaee and Al-Muneffe (2006) argued
that this concept refers to the core of the subject or its main
elements.
Therefore, it is evident that the working memory has its im-
portance in school learning and in retaining information the
restoring it and retrieving it when needed. The process of re-
taining information doesn’t appear directly but through memo-
rizing and recalling process and this can’t be done except
through the models of testing the working memory capacity
mentioned in educational psychology studies. The researchers
in this study sought to test the capacity of the working memory
and its relationship with retention among secondary stage stu-
dents in Amman governorate.
After reviewing the related literature and previous studies it
was evident that there is a scarce- according to researchers- in
the studies addressing this issue directly. One study aimed to
measure the role of working memory capacity and gender in
reading comprehension in a sample of 230 male and female
students in the secondary stage in Irbid city was conducted by
Al-Hamori and Khsawneh (2011) they used listening period
test to measure the working memory capacity and reading
comprehension. The study concluded that there are significant
statistical differences between the averages of students’ per-
formance on the test capacity of working memory, and test
reading comprehension due to gender, in favor of females.
Findings revealed that reading comprehension is affected by the
capacity of working memory, and there was no effect of the
interaction between the capacity of working memory and gen-
der in reading comprehension.
Moreover, Swanson (2011) studied the role of working mem-
ory in children’s growth in mathematical problem solving was
examined in a longitudinal study of children (N = 127). A bat-
tery of tests was administered that assessed problem solving,
achievement, working memory, and cognitive processing (inhi-
bition, speed, phonological coding) in Grade 1 children, with
follow-up testing in Grades 2 and 3. The results showed that
Grade 1 predictors that contributed unique variance to Grade 3
word problem-solving performance were working memory,
naming speed, and inhibition and (b) growth in the executive
component of working memory was significantly related to
growth in word problem-solving accuracy. The results support
the notion that growth in the executive system of working
memory is an important predictor of growth in children’s prob-
lem solving beyond the contribution of cognitive measures of
inattention, inhibition, and processing speed as well as achieve-
Open Access 739