Working Memory Deficits

& LearningInterventions

Amy WilliamsEDPS 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

Presentation Overview

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)

Working Memory vs. Short-Term Memory

Can You Recall the Six Digits?

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Working Memory vs. Short-Term Memory

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Working Memory Short-Term MemoryActive Passive

Relies on LTM Independent of LTMOther cognitive processes The environment

Dehn, M. J. (2008). Working Memory and Academic Learning: Assessment and Intervention [Kindle version]. D01-7449388-8845746

Working Memory vs. Short-Term Memory

Central ExecutivePhonological Loop Visuospatial Sketchpad

Verbal Working Memory Non-verbal Working Memory

Control Centre

(Baddeley & Hitch,1974; Dehn, 2008; Miller, 2007)

Baddeley’s Model of Working Memory

Working Memory & Learning “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

Working Memory & Learning

Adapted from Working Memory and Academic Learning: Assessment and Intervention (Chapter 5, “Working Memory and Learning Disabilities”), by M. J. Dehn, 2008, [Kindle version]. D01-7449388-8845746

Working Memory Components Most Highly Related to Types of Academic Learning

Working Memory Deficits & LDs 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)

Working Memory Deficits: Impact on Learning Difficulty meeting working memory demands of learning

situations

Overloaded working memory

Task abandonment or giving up

Lack of motivation

Missed learning opportunities

Learning delays

Warning Signs 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]. D01-6315489-9831300

Interventions

Classroom Instruction 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

Interventions for Reading

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

Interventions for Writing 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

Interventions for Writing 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’)

Metamemory Awareness & Training “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

Conclusion 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

References Baddeley, A., & Hitch, G. (1974). Working memory. In G. H. Bower (Ed.),

The psychology of learning and motivation (Vol. 8, pp. 47-89). New

York: Academic Press.

Dehn, M. J. (2008). Working Memory and Academic Learning: Assessment and Intervention [Kindle version]. D01-7449388-8845746.

Gathercole, S.E., & Packiam Alloway, T. (2008). Working Memory and Learning: A Practical Guide for Teachers [Kindle version]. D01- 6315489-9831300.

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, 551- 566

Wendling, B. and Mather, N., (2009). Essentials of Evidence-Based Academic Interventions. Hoboken, NJ: John Wiley and Sons.