Working Memory Deficits & Learning Interventions Amy Williams EDPS 658

 Definition of Working Memory  Short-Term Memory Vs. Working Memory  Baddeley’s Model of Working Memory  Working Memory and Learning  Working Memory Deficits and Learning LDs  Working Memory Deficits: Impact on Learning  Warning Signs  Interventions ◦ Classroom Instruction ◦ Reading ◦ Math ◦ Writing ◦ Metamemory Awareness & Training  Conclusion

Definition of Working Memory “Working memory is a limited capacity store for retaining information for a brief period while performing mental operations on that information.” (Miller, 2007, p. 201)

Can You Recall the Six Digits?

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Working Memory vs. Short-Term Memory

Working MemoryShort-Term Memory ActivePassive Relies on LTMIndependent of LTM Other cognitive processesThe environment Dehn, M. J. (2008). Working Memory and Academic Learning: Assessment and Intervention [Kindle version]. D Working Memory vs. Short-Term Memory

Central Executive Phonological Loop Visuospatial Sketchpad Verbal Working MemoryNon-verbal Working Memory Control Centre (Baddeley & Hitch,1974; Dehn, 2008; Miller, 2007) Baddeley’s Model of Working Memory

 “a primary function of working memory is to facilitate learning” (Dehn, 2008, Chapter 9, “Effective Teaching Practices”, para. 11)  Working memory is involved in all academic areas  Reading  Math  Writing  Important in school years and beyond

Adapted from Working Memory and Academic Learning: Assessment and Intervention (Chapter 5, “Working Memory and Learning Disabilities”), by M. J. Dehn, 2008, [Kindle version]. D Working Memory Components Most Highly Related to Types of Academic Learning

 Deficits in Working Memory do not cause LDs  LDs in domain-specific areas are associated with deficits in related working memory components  Working Memory deficits often coexist with other cognitive deficits  Capacity deficit versus strategy deficit (Swanson, 2000)

 Difficulty meeting working memory demands of learning situations  Overloaded working memory  Task abandonment or giving up  Lack of motivation  Missed learning opportunities  Learning delays

 Incomplete recall/ “I forgot”  Difficulty following instructions  Place-keeping errors  Task abandonment  Skipping or repeating words when writing  Inattention  Inability to monitor the quality of work Gathercole, S.E., & Packiam Alloway, T. (2008). Working Memory and Learning: A Practical Guide for Teachers [Kindle version]. D

 Direct instruction  Repetition of instructions  Shorter, simpler instructions that can be broken down into individual steps  Time for rehearsal and processing  Providing a quiet environment  Memory or visual aides - training  Encouraging child to ask for help

Decoding  Use of Pictures  Chunking  Self-Monitoring Comprehension  Monitoring (Stop & Check)  Rereading the Text  Visualization  Previewing strategies  Help activate prior knowledge  Guided practice  Paraphrasing  Time

Interventions for Math  Basic Skills ◦ 3-D manipulatives (cubes and blocks) ◦ Number lines ◦ Multiplication grids ◦ Calculators ◦ Memory cards with vocabulary or formulae Problem-Solving ◦ Pictures ◦ Irrelevant vs. relevant information ◦ Graphic organizers

 Idea Generation ◦ Sentence starters ◦ Choice ◦ Pictures/objects/visuals ◦ Prewriting and graphic organizers ◦ Emphasis on the Writing Process ◦ Word processing programs ◦ Using a scribe  Note-Taking ◦ Audio recording devices for writing notes ◦ Use of teacher’s notes

 Spelling ◦ Flashcards ◦ Word Walls ◦ Personalized word lists ◦ Key vocabulary written on board ◦ Word processing programs ◦ Spelling rules in the form of rhymes (‘i’ before ‘e’ except after ‘c’)

 “metacognition as it applies to memory” (Dehn, 2008, Chapter 9, “Metamemory Training”, para. 1)  Self-awareness and education  Explanation of working memory and how it works  Emphasis on working memory overload  Memory strategies & training  Self-advocacy

 Effective Working Memory Interventions: ◦ Are compensatory ◦ Reduce demand on child’s working memory, thus preventing overload ◦ Involve repetition of information (and patience!) ◦ Involve the use of visual and external memory aids ◦ Require training and practice ◦ Foster confidence and independence ◦ Enhance overall learning

 Baddeley, A., & Hitch, G. (1974). Working memory. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 8, pp ). New York: Academic Press.  Dehn, M. J. (2008). Working Memory and Academic Learning: Assessment and Intervention [Kindle version]. D  Gathercole, S.E., & Packiam Alloway, T. (2008). Working Memory and Learning: A Practical Guide for Teachers [Kindle version]. D  Miller, D. (2007). Essentials of School Neuropsychological Assessment. Hoboken, NJ: John Wiley and Sons.  Sattler, J.M. (2008). Assessment of Children: Cognitive Foundations (5th Edition). San Diego, CA: J. Sattler.  Swanson, H. L. (2000). Are working memory deficits in readers with learning disabilities hard to change? Journal of Learning Disabilities, 33,  Wendling, B. and Mather, N., (2009). Essentials of Evidence-Based  Academic Interventions. Hoboken, NJ: John Wiley and Sons.