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Abstract
Working memory capacity is now well established as a rate determining factor in much learning and assessment, especially in the sciences. Most of the research has focussed on performance in tests and examinations in subject areas. This paper outlines some exploratory work in which other outcomes are related to working memory capacity. Confidence in learning is an important aspect and lack of confidence often hinders learning markedly while the development of scientific thinking is often advocated in curriculum specifications. A test of scientific thinking was developed and the measurements made with this test are related to abilities in recall, in understanding and to working memory capacity with a sample of senior school students in The Emirates (N = 809). The relationship between the measured working memory capacity and the results of the test in scientific thinking were found to be very low. In another experiment, a 40‐item self‐report measurement of confidence was developed and it was found that there was little relationship between measured working memory capacity and reported levels of confidence in relation to academic studies, with a sample of 237 students.