How is working memory measured?
How is working memory linked to learning?
What is the typical profile of a child with working memory impairments?
Are working memory problems recognized in the classroom at present?
How can working memory problems be overcome?
What is ‘working memory’?
The term ‘working memory’ refers to the ability to store and manipulate information in mind for brief periods of time. It provides a mental workspace that is used in many important activities, including learning. Working memory is a pure measure of a child's learning potential. As it is not influenced by the child’s prior learning experiences or socio-economic factors, it tells us about a child's ability to learn. In contrast, school-based assessments and IQ tests measure knowledge that the child has already learned, and are strongly influenced by socio-economic background.
How is working memory measured?
Because working memory assessments are a pure measure of a child's potential, they provide a useful complement to routine measures of children’s achievement. Working memory can be reliably assessed from 4 years of age, using tests that are fast and easy to administer. These tests typically involve children remembering sequences of verbal or visuo-spatial information and can be administered in pen and paper form or on a computer.
How is working memory linked to learning?
Working memory skills are strongly associated with a wide range of measures of academic ability, including literacy and mathematics. We have also found that working memory skills at 4 years are excellent predictors of children’s achievements three years later on national assessments in reading, writing and mathematics. Performance on working memory tasks also predict children’s achievement on national assessments at 7 and 14 years. The better a child's working memory skills the better they will perform in school. In contrast, children who fail to achieve expected levels in national assessments in literacy and numeracy typically have poor working memory skills. These children are identified as being at risk of poor educational progress over the coming years.
What is the typical profile of a child with working memory impairments?
In a classroom, common characteristics of working memory impairment include:
*Low abilities in literacy and numeracy
*Frequent failure to complete learning activities
*Frequent failure to remember instructions
*Normal social integration with peers
*Very reserved in group settings, rarely volunteer information
On the one hand, working memory allows us to identify those with unrecognised potential, and on the other hand, to aid those who were previously considered ‘unmotivated’ or ‘daydreamers’.
Are working memory problems recognized in the classroom at present?
Generally, no. Children with low working memory are commonly misdiagnosed as having attentional or motivational problems. Without early diagnosis, working memory impairment negatively impacts on a child’s performance throughout the school years.
How can working memory problems be overcome?
The Centre for Working Memory and Learning places a strong emphasis on identifying and supporting children with working memory impairments. We have developed a learning support programme tailored to meet the individual needs of children with low working memory skills. The aim of the programme is to minimise learning failures resulting from the children’s inabilities to meet the demands of classroom activities with excessive working memory loads. The following strategies are designed to enhance learning outcomes:
1. Increasing practitioner awareness of working memory
The aim here is to promote an awareness and understanding of what working memory is among educational professionals. Importantly, we aim to advance an understanding of the ways in which poor working memory can disrupt children’s abilities to learn.
2. Reduce working memory loads in the classroom
The main focus of this strategy is to modify learning activities in order to reduce working memory loads that may be excessive for children with poor working memory function.
3. Increase self-awareness of children with working memory problems
The main focus of this strategy is to encourage the child to recognise memory failures and seek assistance when required, and to enhance their self-efficacy by encouraging the use of appropriate strategies to overcome memory problems.
4. Training working memory
We have recently shown that a computer-based training program effectively improves working memory in children with poor working memory skills and attentional difficulties. The aim of this program is to improve working memory by direct training on working memory tasks. See www.cogmed.com for more information.
