What is Working Memory?
Imagine trying to live each day without the ability to hold onto what you see or hear for long enough to use it. That’s a life without ‘working memory’.
It is what we use when we hold onto information (in a ‘mental workspace’), for short periods of time, in order to use and manipulate it. Mental arithmetic is an obvious example of the use of working memory. Others may include remembering received instructions to find a location or measuring and combining the correct amount of ingredients in the correct order after just reading the instructions from a recipe book.
It is a vital workspace that enables us to learn, however its capacity is limited and information can be easily lost from our working memory, especially in certain situations:
Non-essential stimuli or distractions:
A bird flying past the window; an unexpected noise; someone speaking to us or even an unrelated thought popping into our heads. These small interruptions can be sufficient to divert attention and at that point, anything held in working memory can be lost.
Being given or attempting to hold onto too much information:
There is a limit to how much information working memory can store. This is why, for more complex tasks with multiple steps, we may need to make notes, lists or break tasks down into more manageable chunks. If too much is expected of working memory and the information required exceeds the capacity of this mental workspace, it can result in cognitive overload and the inability to solve the problem, achieve the task in the lesson or learn something new. For example, if giving too lengthy instructions, the learner (especially one with poorer working memory) is likely to forget before the full sequence of actions has been given.
engaging in demanding tasks:
Some activities are demanding and require difficult mental processing. Because of the limited capacity of working memory, this could result in loss of other information already stored. For example, storing the steps to solving a mathematical word problem then trying to apply the rules of multiplication during mental arithmetic; the learner may forget the steps they were going to take.
Does working memory capacity vary between people?
Simply… yes. So, a task that may be easier for some to process, may not be for others. Working memory capacity does increase throughout childhood and, on average, reaches more than double that of a 4 year old by adulthood. However, rates of growth and capacity will still vary. For example, in an average class of 30 (7 to 8 year olds), you may expect to find 10% of children with the working memory capacity of a 4 year old and 10% with that of an 11 year old (which would be close to adult levels).
Working memory in the classroom
A majority of the tasks presented in the classroom, naturally, are demanding on working memory. For example, writing a paragraph for a story. The learner will try to remember and hold not the particular learning objective e.g. using descriptive words for setting a scene. They will then try work out the best sentences (using these new words); concentrate on spelling individual words, punctuate appropriately and attempt their best handwriting. If not managed well, these are the kinds of tasks that children with poor working memory struggle with most. They may fail to complete the task properly (skipping / repeating words or mis-spelling) and as a result, may not benefit sufficiently from the learning opportunity.
identifying memory overload
There isn’t a simple answer to spotting when your child is struggling with memory overload; the key is to ensure instructions are managed well; resources are well-chosen and tasks are broken down adequately. However, indicators of working memory overload may manifest themselves as the following:
Incomplete recall: your child may forget some or all of the details in an instruction or words in a sentence.
Incomplete outcomes: a child may have repeated or skipped e.g. parts of a complex task, letters or words in sentence writing calculations in a multi-step mathematics problem.
Loss of place: losing memory of e.g. where they are up to in writing a sentence or what a recently completed calculation means within a larger mathematical problem.
Apparent loss of focus or task abandonment.
Tips for reducing memory overload:
Give clear, precise instructions, minimising the non-essential.
Encourage your child to feedback instruction or task.
Encourage your child to ask questions, at any point, to clarify all or parts of the task.
Encourage your child to routinely break down problems into small steps and note down an action plan e.g. when solving a complex mathematical word problem.
Encourage note taking so your child can keep track.
Encourage your child to routinely reflect on each step of the task; discussing what they have just written, calculated, discovered and what they will do next and why.
Encourage use of memory aids e.g. number lines, personal dictionaries.
Resources:
We have lots of free ideas and resources that support working memory, which can be tailored to your child’s needs. Simply Contact us directly, for free advice or resources, either using the form below or by emailing: memory@linkinglearning.co.uk
Credit & References:
Alloway, T.P. & Gathercole, S.E. (2007). Understanding Working Memory: A Classroom Guide. Gathercole, S.E. & Alloway, T.P. (2008). Working memory and learning: A practical guide for teachers. London: Sage. Gathercole, S.E., Alloway, T.P., Kirkwood, H.J. et al. (in press). Attentional and executive behavioural profiles of children with poor working memory. Learning and Individual Differences.