Cognitive resources and memory

Our cognitive system is characterized by a double constraint. On the one hand, it has limited processing resources, and is organized into different, relatively independent memories. On the other hand, this double constraint evolves during the child's cognitive development. We will therefore present the current state of our knowledge on this double constraint. In particular, we'll look at how certain processing resources (such as cognitive control, attention, inhibition and strategies) and memories (such as working memory and long-term memory, and their respective subsystems) involved in learning at school evolve