Working Memory & Learning Ideas by Gathercole & Alloway Compiled by Ros Thompson

A Definition Working Memory is a system of linked components , consisting of Short-term Memory stores for Verbal and Visual/Spatial information and a coordinating component that controls attention that is called the Central Executive.

How is it used? Working Memory is used to hold information in mind and manipulate it for brief periods of time eg mental arithmetic or following instructions. Short-term memory involves storage only eg when remembering a phone number and we orally rehearse it. Verbal short-term memory stores numbers , words , sentences and is a left brain function. Visual/spatial short-term memory can hold images , pictures and locations and is a right brain function. The central executive controls attention and is involved in all metal activities that involve storage and effortful mental processing.

Working Memory in childhood Working memory capacity increases from childhood to adolescence . This increase in capacity relates to improvements in the efficiency of processing and of attention. Information is lost from working memory when we are distracted or it’s limited capacity is overloaded. There will be a wide variation in working memory capacity between individuals students. Some 7 yr olds will be functioning at a 5 yr level and others at an 11 yr level.

Assessing Working Memory Forward and backward digit recall are 2 measures used to measure Working Memory capacity. Forward digit recall measures Verbal Short-term memory. Backward digit recall measures Working Memory as it requires remembering and reversing digits so the Central Executive area is involved with Verbal Short-term memory .

Working Memory & Learning Student progress in Reading , Maths and Science is closely related to their working memory capacities. Early measures of Working Memory are effective predictors of reading and maths ability several years later. Poor rates of learning in students with low Working Memory capacities are due in large part to memory overload in structured learning activities, which causes them to forget crucial information and thus fail in these tasks.

Poor W.M. Characteristics Good social integration with peers ,but often reserved in group situations. Slow progress in Reading and Maths. Overloaded W.M. capacity often leads to failures in following instructions, completing tasks that require storage and mental processing, problems of keeping track of where they are up to in a task. Students appear inattentive and highly distractible , probably due to overload and forgetting.

Classroom Support Recognise Working Memory failures Warning signs include, incomplete recall, failure to follow instructions, place keeping errors task abandonment

Classroom Support Evaluate Working Memory loads for these students Look critically at heavy Working Memory loads caused by : Lengthy sequences, Unfamiliar and meaningless content Demanding mental processing activities

Classroom Support Reduce Working Memory loads when necessary Reduce the amount of material to be remembered Increase the meaningfulness and familiarity of the material Simplify the mental processing Restructure complex tasks

Classroom Support Repeat important information Repetition can be supplied by teachers or peers nominated as memory guides. Visual prompt cards for the sequence of an activity can be displayed.

Classroom Support Encourage the use of Memory aids Wall charts/posters Visual prompt sequence cards for completing tasks Personalised spelling cards Cubes ,counters , calculators etc Computer software

Classroom Support Develop the students own strategies to support memory. These include : Asking for help Rehearsal Note-taking Place-keeping Organisational Strategies Long term memory

Working Memory Intervention Students with poor W.M. struggle to meet the demands of many class activities and this impairs their rate of learning in reading and maths. Teachers need to be supportive to minimise task failures due to excessive W.M. load. So be aware of warning signs of W.M. failure and if detected reduce the W.M. load, repeat important information, use memory aids and encourage the student to use strategies for supporting Working Memory .