Understanding Working Memory
- Tracy Packiam Alloway - University of North Florida, USA
- Ross G. Alloway - Memosyne Ltd
It is hard to conceive of a classroom activity that does not involve working memory – our ability to work with information. In fact, it would be impossible for students to learn without working memory. From following instructions to reading a sentence, from sounding out an unfamiliar word to calculating a math problem, nearly everything a student does in the classroom requires working with information. Even when a student is asked to do something simple, like take out their science book and open it to page 289, they have to use their working memory.
Most children have a working memory that is strong enough to quickly find the book and open to the correct page, but some don’t – approximately 10% in any classroom. A student who loses focus and often daydreams may fall in this 10%. A student who isn’t living up to their potential may fall in this 10%. A student who may seem unmotivated may fall in this 10%. In the past, many of these students would have languished at the bottom of the class, because their problems seemed insurmountable and a standard remedy like extra tuition didn’t solve them. But emerging evidence shows that many of these children can improve their performance by focusing on their working memory. Working memory is a foundational skill in the classroom and when properly supported it can often turn around a struggling student’s prospects.
This book will make sure you are able to spot problems early, work with children to improve their working memory and ensure they reach their full potential.
How does the book work?
Each of the following chapters includes a description of the learning difficulty (WHAT), followed by an inside look into the brain of a student with the disorder (WHERE), their unique working memory profile (WHY), and classroom strategies to support working memory (HOW). There are two types of strategies: general working memory strategies that can be applied to all students in your class, and specific working memory strategies for each learning difficulty. The final chapter (Chapter 9) provides the student with tools to empower them along their learning journey.
The aim in supporting students with learning difficulties is not just to help them survive in the classroom, but to thrive as well. The strategies in the book can provide scaffolding and support that will unlock their working memory potential to boost learning. They are designed to be easily integrated within the classroom setting as a dimension of an inclusive curriculum and used in developing an individualized education program (IEP) for the student.
The strategies recommended here can also complement existing programs that support a core deficit, such as a social skills program for a student with autistic spectrum disorder, or behavior modification for those with ADHD. Each chapter also includes:
- Try It box: Provides the reader with an opportunity to have a hands-on understanding of the material
- Science Flash box: Gives the reader a snapshot of current and interesting research related to each chapter
- Current Debate box: Discusses a controversial issue pertaining to the disorder
Tracy Packiam Alloway is an award-winning psychologist based at the University of North Florida
Ross Alloway is the CEO of Memosyne Ltd, a company that brings cutting-edge scientific research to parents.
support module text / background reading
Strong reinforcement of theories relating to learning
A helpful text for those who focus on learning and teaching
A very worthwhile and helpful text for trainee teachers.
The book takes the readers, e.g., the students and the educators, through the working memory from a clear description of working memory to current research into brain, learning and memory. The working memory deficits are presented using a practical framework throughout the book (WHAT, WHERE and WHY) which clearly outlines the link between the description of the learning difficulties, the latest research in neurosciences and education.
The text was somewhat lacking regarding theoretical depth for our purposes.
Excellent insight into learners. Explains why some learners seem to struggle with no apparent reason. Essential for those wishing to understand learning.
As a practical guide this book is brilliant, in that it practices what it preaches. The what, where, why, and how gives a short explanation of the issues faced. The practical applications found in each chapter - Try It, Science Flash, and Current Debate - help to meaningfully divert to different areas of interest. I will use different elements of this book in formulating Study Skills Sessions for Freshman students in Medicine MB BS.
A highly recommended book for both undergraduate and post graduate students. This book is very useful and the feedback from the students is positive in terms of the content.
There is a short Appendix providing a list of the general working memory strategies discussed in the book, presented in a useful table format with chapter indication, as well as a list of specific working memory strategies, suggested for students with a particular disorder.
Disappointingly, there is no whole chapter devoted to Speech and Language Impairment.
Overall, this is a clearly written and well-organised book, providing valuable information about working memory and how it can affect individuals’ learning and progress in an educational context. It is a ‘must read’ for all teachers and support assistants in primary and secondary schools. Many parents are likely to find the book of interest to them if they have a child with any of the disorders discussed in the book.
Undergraduate psychology students would also benefit from reading this book as background understanding to working memory in context – the references and further reading offering opportunity to extend their knowledge.
