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Updated: Sep 17, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Understanding the relations between cognition and academic skills in the context of instruction
1Department of Special Education, The University of Texas at Austin, Austin, TX, United States.
Abstract:
Research underscores a link between cognition and academic abilities. This article reviews some of the work from my research team to shed light on this evolving viewpoint. I first present studies on the mutual relationship between cognitive and academic skills, illustrating their interactive and supportive development. Then, I delve into research within the framework of cognitive load theory to examine whether multi-component explicit instruction adheres to a ``more is better'' or ``optimal combination'' approach. Lastly, I explore the domain-specific strategy of working memory training, emphasizing how to integrate working memory into academic teaching.
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