Editing Chunking (section)

== '''Critique''' ==

However, it still remains unclear how many chunks can be stored in the working memory at one time<ref> Gobet, F. (2005). Chunking models of expertise: implications for education. Applied Cognitive Psychology, 19(2), 183–204. https://doi.org/10.1002/acp.1110 </ref> - with claims ranging between 4 <ref> Cowan, N (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24, pp. 87-185 </ref> to 9 </ref> Miller, G. (1956, March). The magical number seven, plus or minus two: Some limits on our capacity for processing information. The Psychological Review, 63(2), 81–93. </ref> units of information. Secondly, while using non-unique elements while chunking, Thalmann et al <ref> Thalmann, M., Souza, A. S., & Oberauer, K. (2019b, January). How does chunking help working memory? Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(1), 37–55. https://doi.org/10.1037/xlm0000578 </ref>  concluded that there was a smaller chunking benefit when individual elements of the chunk were repetitive. Furthermore, in the same experiment, chunked material learned earlier had a better recall than the chunks at the end. Lastly, Gobet <ref> Gobet, F. (2005). Chunking models of expertise: implications for education. Applied Cognitive Psychology, 19(2), 183–204. https://doi.org/10.1002/acp.1110 </ref> remarked that learning irrelevant chunks could hinder performance, thus postulating the need for deliberate practice.