Modeling Theories and Theorizing Models: an Attempted Replication of Miller-Cotto & Byrnes' (2019) Comparison of Working Memory Models Using ECLS-K Data.
Saved in:
| Title: | Modeling Theories and Theorizing Models: an Attempted Replication of Miller-Cotto & Byrnes' (2019) Comparison of Working Memory Models Using ECLS-K Data. |
|---|---|
| Authors: | Feldon, David F. (AUTHOR), Litson, Kaylee (AUTHOR) |
| Source: | Educational Psychology Review. Dec2021, Vol. 33 Issue 4, p1907-1934. 28p. 4 Diagrams, 3 Charts. |
| Subjects: | Short-term memory, Model theory, Educational psychology, Cognitive learning |
| Abstract: | Working memory is an essential mechanism in the cognitive learning process. However, its definitions and mechanisms remain a topic of debate. Miller-Cotto and Byrnes (Journal of Educational Psychology, 112(5), 1074–1084, 2020) reported a comparison of three models of working memory to determine which best accounted for data obtained from a national US dataset of young children over time (Early Childhood Longitudinal Study of Kindergarten). In comparing these models, which they derived from competing theories of working memory, they found that (1) one of the tested models best fit the available data and (2) the model parameters were similar across content domains, concluding that one specific theory of working memory was best supported. The study reported here is an attempted replication of this work. We implemented a multi-phase effort at replication, first undertaking a review of the literature surrounding competing theories of working memory to aid interpretation of results, then attempting a direct replication, and lastly applying an alternative modeling technique to appropriately differentiate between between- and within-person variance. Neither effort succeeded in fully replicating the original findings. Instead, we found that parsing between- and within-person variance is an essential strategy for appropriately interpreting the relationships between working memory and domain learning. Doing so led to support for different models across domains, and interpretation of aspects of these models through the lens of relevant theory suggested alternative strategies for examining these issues in future research. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 153651468 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Modeling Theories and Theorizing Models: an Attempted Replication of Miller-Cotto & Byrnes' (2019) Comparison of Working Memory Models Using ECLS-K Data. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Feldon%2C+David+F%2E%22">Feldon, David F.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Litson%2C+Kaylee%22">Litson, Kaylee</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+Review%22">Educational Psychology Review</searchLink>. Dec2021, Vol. 33 Issue 4, p1907-1934. 28p. 4 Diagrams, 3 Charts. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Short-term+memory%22">Short-term memory</searchLink><br /><searchLink fieldCode="DE" term="%22Model+theory%22">Model theory</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+learning%22">Cognitive learning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Working memory is an essential mechanism in the cognitive learning process. However, its definitions and mechanisms remain a topic of debate. Miller-Cotto and Byrnes (Journal of Educational Psychology, 112(5), 1074–1084, 2020) reported a comparison of three models of working memory to determine which best accounted for data obtained from a national US dataset of young children over time (Early Childhood Longitudinal Study of Kindergarten). In comparing these models, which they derived from competing theories of working memory, they found that (1) one of the tested models best fit the available data and (2) the model parameters were similar across content domains, concluding that one specific theory of working memory was best supported. The study reported here is an attempted replication of this work. We implemented a multi-phase effort at replication, first undertaking a review of the literature surrounding competing theories of working memory to aid interpretation of results, then attempting a direct replication, and lastly applying an alternative modeling technique to appropriately differentiate between between- and within-person variance. Neither effort succeeded in fully replicating the original findings. Instead, we found that parsing between- and within-person variance is an essential strategy for appropriately interpreting the relationships between working memory and domain learning. Doing so led to support for different models across domains, and interpretation of aspects of these models through the lens of relevant theory suggested alternative strategies for examining these issues in future research. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=153651468 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10648-021-09596-8 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 1907 Subjects: – SubjectFull: Short-term memory Type: general – SubjectFull: Model theory Type: general – SubjectFull: Educational psychology Type: general – SubjectFull: Cognitive learning Type: general Titles: – TitleFull: Modeling Theories and Theorizing Models: an Attempted Replication of Miller-Cotto & Byrnes' (2019) Comparison of Working Memory Models Using ECLS-K Data. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Feldon, David F. – PersonEntity: Name: NameFull: Litson, Kaylee IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 1040726X Numbering: – Type: volume Value: 33 – Type: issue Value: 4 Titles: – TitleFull: Educational Psychology Review Type: main |
| ResultId | 1 |
