Working memory

Working Memory (WM) is the space where we store thoughts and images for a few seconds while we think about something. It is a function of the pre-frontal cortex in the brain and is separate from long term, or permanent memories.

There are two components:

  • Auditory loop – where we repeat some words in our head. This requires verbal language skills also to repeat things to yourself in your inner voice. 
  • Visual-spatial sketchpad – where we store images we are thinking of. It requires effective sketchpad skills to be able to draw these things in the mind in order to hold them there. 

A common view is that WM contains a limited number of ‘slots’ – between 5 and 9 – and that after age 12, these are fixed.  While there are claims that certain programs increase WM, there is no independent evidence to support this.  Effective teaching requires that students’ WM is not overloaded as they will simply be unable to process the information. Those working with less-able students know they need to break long sentences into short ones.  When students reach a point that they cannot remember any more, this is their working memory capacity.

From the diagram to the right, you can see if the sentence does not fit into the working memory, the final instruction has to override some of the information that is already there. Consequently, the student doesn’t know where to start. Understanding that there is a limit means we can be more compassionate when students appear confused, and make sure instructions are given in smaller chunks to these students.

For a more in depth introduction and review of the topic, consider reading ‘Working memory’ published in ‘Current Biology’ by Alan Baddeley that can be accessed here.

Chunking

Because there is a lack of evidence  that the number of WM slots can be increased, students can only work to their working memory capacity .   So, how can anyone think about anything?

 In the section on long-term memories, we see that these are permanent connections between brain-cells and that a memory consists of a whole network of connections.  This means that, if the learner has a  long term memory. they can draw information into one slot and this frees up space for new information. Chunking allows for a network of information to be gathered together and expand the number of available working memory slots by linking to long term memories drawn from prior knowledge.

In this example, if a student is learning about the Pope and has the following sentence:

“Pope left the Vatican and celebrated mass in the Cathedral”

Their ability to understand requires a network of knowledge about each element of the sentence. The prior learning may look something like this:

Without a secure network of links, a sentence in the working memory may still not make sense to the student.

Can working memory be improved?

EBTN has not found a definitive answer to this question.  There are a wide range of claims, but usually by the researchers themselves or those offering ‘brain training’ software etc.

However, the more independent experts are not agreed that the effects transfer into everyday life.

In brain scans it is very difficult to tell the difference between ‘working memory’ and ‘attention’.  One suggestion is that those who appear to have better WM are, in fact, simply better able to see what the main points they need to focus on.  If brain-training can help with this, it may improve the effectiveness of WM.

At this point EBTN cannot recommend brain/working memory training as an effective use of your time/resources.