Working Memory

Interventions
EDPS 658

Christina Majcher
June 4, 2013

Why Memory?

What is Working Memory?

Central cognitive process responsible for the active
management, manipulation, and
transformation of information drawn from either
short-term or long-term memory (Dehn, 2008)
WM is where learning takes placeit is
necessary for mastering skills, dealing with new
information or problems, maintaining new
information and retrieving old information (Alloway
et. al., 2009)

What is Working Memory?

Many experts consider WM interchangeable
or to be a subtype of STM, others consider
them as different constructs
STM= passively holds information WM=
actively processes it
Limits to WM (capacity, time and effort)

Baddeleys Model of Working

Memory

Disorders and Conditions with

Working Memory Deficits
Attention-Deficit/Hyperactivity Disorder
(ADHD)
Autism
Cognitive Disabilities
Acquired Brain Injury
Developmental Coordination Disorder
Schizophrenia
Stress
Aging

Assessing Working Memory

Varies by age, variety of task and level of
expertise
Assessment and intervention is challenging
due to reciprocal relationship with other
processes
Strong relationship b/w working memory
and academic achievement

Classroom Behaviours Indicative

of Working Memory Deficits
Difficulty staying focused during cognitively demanding activities, but
attends well when cognitive demands are minimal
Makes comments such as I forget everything
Has difficulty organizing information during written expression
Has difficulty remembering multistep oral directions
Does not notice signs during math calculations
Does not use learning strategies or does not use them consistently
Prefers to use simple instead of complex learning strategies
(Dehn, 2008)

Testing Behaviours Related to

WM
Asking for directions to be repeated
Requesting paper during mental math
Inability to work quickly
Increasing frustration as complexity of tasks increase
Difficulty elaborating upon a response when requested
Difficulty retrieving simple information
Difficulty staying focused on the task at hand
Also, look for use of strategies:
Whispering or lip movement (vocal rehearsal)
Grouping information (chunking)
Thinking aloud
(Dehn, 2008)

Brain Break

Evidence-Based Interventions
for Working Memory
Significant problems with reading, math and most
commonly both
Often mistaken for attention and motivation problems
Interventions require no special training to implement
Interventions can be remedial, compensatory or a
combination of both

Evidence-Based Interventions
for Working Memory
Verbal Working Memory Interventions
Elaborative Rehearsal- connect new
information
Semantic Rehearsal- create a sentence or
story
Chunking- pairing, clustering, grouping
Paraphrasing- rehearsal and chunking

Evidence-Based Interventions
for Working Memory
Visuospatial Working Memory
Interventions
Visual mnemonics- verbal info into visual info
Term

The Keyword Method- mnemonic with visual

Keyword
Meaning
Mental Picture
broken
imagery

Brocas area

Directs muscles for

speech production

Imagine breaking a talking

doll. If it gets broken
(Broca), it wont talk
(speech) anymore.

Hypothalamus

hypochondriac

Hunger and thirst

Imagine a hypochondriac
(hypothalamus) thinking
theyre hungry and thirsty
when theyre not.

Parietal Lobe

parent

Sense of touch

Imagine that a parent

(parietal) is touching their
babys forehead to tell if
the baby has a

Effective Teaching Practices that

Support Working Memory Deficits
Executive Working Memory Interventions
Strategies that assist with metacognition and selfregulation- Metamemory
1. Teach the learner about memory words.
2. Educate the learner about their memory
strengths and weaknesses.
3. Describe the rationale for using memory
strategies.
4. Talk about and practice memory strategies.
5. Encourage the learner to self advocate.
(Dehn, 2008)

Classroom Instruction that

Supports Working Memory
Simple verbalizations
Simple, isolated procedures
Meaningful repetition
Allow time for rehearsal and processing
External memory aids
Quiet learning environment
Organized presentations
Scaffolding
Activating relevant information

What to Remember!

References
Alloway, T. P., Gathercole, S. E., Kirkwood, H., & Elliott, J. (2009). The cognitive and
behavioral characteristics of children with low working memory. Child Development,
80(2), 606-621. doi:10.1111/j.1467-8624.2009.01282.x
Baddeley, A. (2003). Working memory and language: An overview. Journal of
Communication Disorders, 36(3), 189. doi:10.1016/S0021-9924(03)00019-4
Baddley, A. (2006). Working memory: An overview. In S. Pickering & G. Phye (Eds.).,
Working memory and education (pp. 1-31). US: Academic Press
Boudreau, D., & Costanza-Smith, A. (2011). Assessment and treatment of working
memory deficits in school-age children: The role of the speech-language pathologist.
Language, Speech & Hearing Services in Schools, 42(2), 152-166. doi:10.1044/01611461(2010/09-0088)

References
Carney, R. N., Levin, J. R., & Levin, M. E. (1994). Additional memory enhancing activities for
acquiring psychology course content. American Psychology Association, Los Angeles
Dehn, M. J. (2008). Working Memory and Academic Learning: Assessment and Intervention. Wiley:
2008.
Dehn, M. J. (2011). Helping Students Remember: Exercises and strategies to strengthen memory.
Hoboken, N. J.: Wiley.
Gathercole, S. E., Lamont, E., & Alloway, T. P. (2006). Working memory in the classroom. In S.
Pickering & G. Phye (Eds.), Working memory and education (pp. 219240). US: Academic Press.
Witt, M. (2011). School based working memory training: Preliminary finding of improvement in
childrens mathematical performance. Advanced Cognitive Psychology, 7, 7-15. doi:
10.2478/v100053-008-0083-3