Author, educator, and neurodiversity consultant, Amanda Morin, has written extensively about Working Memory – a critical skill used when students need to hold anything in their memory for a brief time before using this information. Memory (or knowledge) forms the basis of Bloom's Taxonomy – a list of cognitive skills arranged in order of the likelihood of access and the complexity of these cognitive skills.
Think about filing material: first one needs to attend when the information is being shared (whether visually or auditorily); one needs to understand that this information is worthwhile keeping (i.e., it might be required in the future); then one needs to determine where it should be stored (in a manner that allows it to be accessed easily when it is needed); store, retrieve, and use the information as and when required. Not all material stored is used quickly; some material might be placed in long-term memory; however, if it is to be used in the short term (especially if needed to perform a certain task), then it is likely that working memory – sometimes referred to as a 'mental scratchpad' – is required.
Working Memory is an important Executive Function Skill which is particularly used when reading, studying, and doing Maths. Working Memory is also required when following instructions, presenting orals, preparing an assignment, and studying for exams. It was initially thought that a human's Working Memory was limited in capacity; however, recent studies have shown that the number of items retained in Working Memory depends upon prior knowledge, the use of mnemonics and whether there is real-world application.
Working Memory is dependent upon one's memory working and being able to 'hold' critical information in one's memory until it is used in carrying out a specific task. If an individual has a faulty Working Memory, it may be that the Executive Functions of the brain (described as the air-traffic controller of the brain – 'directing' the brain what to do) may also be faulty, requiring certain support to function adequately.
It may be that an individual's attention requires some attention. Consult a medical practitioner about this. Sometimes, through recognizing a difficulty, it may be possible to reduce expectations and memory load. It may be that a student could benefit from recording information (perhaps using an app) that might later be used, although this strategy is not necessarily acceptable for assessments. Graphic organizers and/or flow charts can be used but depend upon an individual's ability to attend at the outset.
When young, games that depend upon memory might be useful but generally when students are older, if working memory presents as a difficulty, this may be indicative of additional cognitive challenges. High ability youth may utilize their considerable cognitive abilities, thus 'masking' their difficulty (and vice-versa) until the academic challenge increases and the difficulty becomes apparent.
© Michele Juratowitch
michele@clearingskies.com.au