Working Memory Health
their working memory is almost invariably poor in comparison to other attributes such as the ability to problem solve, discuss and follow arguments. Our working memory, or white
board, provides the storage place for information which we would like to get into our long-term store. If information fades rapidly from our short-term store, it has less chance to get “processed” and filed away into a retrievable long term memory store. Tus material to be learned, especially that requiring rote learning like times tables, number bonds or French vocabulary, often has to be gone over several, or even many, times before it is reliably memorised. In the classroom, pupils with
For those with
severe working memory problems the impact on their academic success can be severe
weak working memory are likely to lose track, switch off or prod a friend rather than ask for help. Output can be a problem too. Tey may interrupt, or simply give up contributing to the class, nervous that if they waited to put up their hand to say something, they will have forgotten what they wanted to say by the time the teacher asks them. To date there are no tried and
For those with severe working
memory problems, the impact on their academic success can be severe. Over the years that I have been assessing children and young adults who are experiencing some kind of difficulty with literacy, or aspects of maths, I have found that
Further suggestions
● Use visual aids as an important aide memoire. Wall charts, posters, useful spellings, dictionaries, cubes, counters, number lines, audio recorders and computer software. Accompany verbal instructions with a visual aid like a picture/ sketch/photo. ● Rehearsal Say it again. Write it down. Revisit the information. Cover it and check if you can remember what has been said. ● When learning information
such as times tables, learn a small amount at a time. Space practice periods. Gradually increase the time between each practice. Revisit after half an hour, then an hour, then four hours, then a day. Make sure information is securely learned before introducing something new. Little and often! ● Do not be afraid to ask for information to be repeated. ● Take simple notes as your teacher speaks. If you have
difficulty writing, then do a picture, anything which will jog your memory later. ● When a lesson is over, recap the main points immediately. Write them down. ● Keep a little notebook to hand and jot down important information (bits of paper are so easy to lose). ● Use an electronic organiser or phone for storing information and for reminders. ● Use a voice recorder
tested remedies for a poor working or short term memory but there are ways to help our children. Parents need to be vigilant for the signs so as not to make the situation worse. Te child who does not manage to take in what has been said may give the impression that they have not “heard”. It can be tempting to tell them to listen properly and to grudgingly say it again – often louder and faster than the first time. Tis does not help. Te
increase in speed makes processing even harder and at worst can make the child feel “panicky”. But with understanding and
empathy, we can interact in a way that decreases rather than increases a child’s memory load and we can help them to find solutions. Self-awareness is key so help children to understand that, while they may be bright and intelligent, they do not always take in, process and remember what has been said as easily as some other pupils and then help them develop age-appropriate strategies to compensate. Te most helpful way to
communicate is to wait until you know she or he is listening before giving an instruction or starting to talk, then give instructions slowly and in short simple sentences to reduce the memory load. Pause in between to make sure they have heard and have time to process the information. As far as possible avoid embedded clauses for example, “the dog, which loved to chase rabbits and was owned by the cross old man, had two black patches on his face”. Be prepared to repeat
instructions calmly, slowly and without irritation. However, you could also ask him to try and remember what you have said before asking you to repeat it (to avoid an automatic request for a repeat out of habit). Tis is also a good way of checking that they have processed their instructions. And finally take heart. As
children learn to learn and become more aware of their own strengths and weaknesses, they can start to develop age and ability appropriate strategies for supporting poor working memory. Te good news is that once the pupil with poor working memory starts to be more reliant on their own private study rather than teacher talk, he or she will be less dependent on listening and can start to process information in alternative ways. Just watch out for those disappearing handkerchiefs.
Veronica Bidewell is an educational psychologist working with children with special educational needs.
www.firstelevenmagazine.co.uk Autumn 2011 FirstEleven 59
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