Working memory is the brain's temporary mental workspace that allows children to hold and use small amounts of information for a short time to complete tasks like following directions, taking notes, or solving math problems.
Working memory is the brain's temporary mental workspace that allows children to hold and use small amounts of information for a short time to complete tasks like following directions, taking notes, or solving math problems.
Working Memory
Working memory is the brain's temporary mental workspace that allows children to hold and use small amounts of information for a short time to complete tasks like following directions, taking notes, or solving math problems.
Working memory is a type of short-term memory that acts as a temporary mental workspace. It involves not just storing information, but holding it and actively working with it to complete a task. Think of it as a mental sticky note where information is kept temporarily—like a phone number about to be dialed or the steps in a set of directions being followed.
This mental workspace is limited in two important ways: it can only hold a small amount of information at a time, and it only holds it for a very short period. Once a task is complete, the information is usually discarded unless it is intentionally moved into long-term memory. If this system is overloaded with too much information or too many steps, things can get 'dropped,' and the task becomes difficult or impossible to complete correctly.
Working memory is a crucial component of executive functioning, helping bridge incoming information with stored knowledge. It differs from long-term memory, which is like a vast library of stored knowledge, facts, and experiences. Working memory is the small, active desk where a few items from that library are pulled out, along with some new information, to get a specific job done in the moment.
In classrooms, working memory supports activities requiring multiple stages, such as solving equations or writing essays. It allows students to 'juggle' information, embedding instructions and parts of a task into a coherent process. This skill aids in comprehension, problem-solving, and effective communication.
For example, to solve the math problem 42 x 7, a student pulls the rules of multiplication from long-term memory while using working memory to hold the numbers in mind, calculate intermediate steps, carry digits, and arrive at the final answer. Working memory is what juggles all those pieces of information in real time. Similarly, strong working memory helps a student follow a reading passage while also remembering the main points for discussion.
- Difficulty with multi-step directions: The student may only complete the first or last step of a direction like, "Put your homework in the basket, get your lunchbox, and line up at the door."
- Losing their place: They may frequently lose their place while reading a paragraph or copying notes from the board.
- Problems with mental math: Struggles with math that requires holding numbers in their head while performing operations.
- Disorganized writing: Trouble keeping a thought in mind long enough to write it down, leading to incomplete sentences or jumbled ideas.
- Forgetting the goal of a task: Starting a task but getting sidetracked or forgetting what they were supposed to be doing halfway through.
- Appearing distracted: The mental effort needed to hold onto information can be so great that the student has little capacity left to attend to the teacher.
How it relates to disability eligibility
A weakness in working memory is not, by itself, a disability category under the Individuals with Disabilities Education Act (IDEA). However, it can be a critical piece of information when an IEP team determines if a child is eligible for special education.
Under IDEA, a Specific Learning Disability (SLD) is defined as a disorder in one or more of the basic psychological processes involved in understanding or using language. Memory is listed as one of these processes. An evaluation showing a significant deficit in working memory could be part of the data that supports an SLD eligibility determination, particularly if it impacts the child's ability to learn in areas like reading, writing, or math.
Working memory challenges are also a core characteristic of Attention-Deficit/Hyperactivity Disorder (ADHD). A student with an ADHD diagnosis may be found eligible for an IEP under the Other Health Impairment category if their ADHD symptoms, including working memory deficits, adversely affect their educational performance.
What assessment should include
An assessment of working memory typically includes tasks that require students to retain, process, and manipulate new information. Examples of tasks might involve recalling sequences, performing mental math, or following spoken instructions. Professionals might use specialized tests that measure different working memory components, such as the ability to remember visual patterns or sequences of numbers.
Professionals often use measures like the Working Memory Index from comprehensive cognitive assessments to evaluate this ability in students. These results help guide understanding of a student's support and intervention needs.
Supports that reduce working memory load
- External aids: Providing checklists, step-by-step instructions, graphic organizers, or having directions written on the board allows the student to offload information onto paper.
- Breaking down tasks: Giving instructions one or two steps at a time instead of all at once.
- Providing models: Supplying a finished example of the assignment so the student has a clear target and does not have to hold the entire picture in their mind.
- Using tools: Allowing the use of a calculator for complex math problems can free up working memory to focus on the problem-solving process. Similarly, using a word processor with spell check can reduce the load during writing tasks.
- Minimizing distractions: A structured and predictable classroom environment can help students dedicate their limited working memory resources to the academic task.
Questions to ask the team
- How was working memory measured in the evaluation and what do the results mean?
- In which subjects or parts of the school day do working memory challenges tend to have the biggest impact?
- How does performance on working memory tasks compare to other cognitive skills assessed?
- What are some examples of classroom supports that can help reduce the working memory demands of a task?
- How is it typically determined whether supports being used are effective?