What is working memory and how does it affect learning?

1 3/16/20161 What is working memory and how does it affect learning ?Do you observe these behaviours? Is easily distracted when doing something not highly interesting Has trouble waiting his/her turn Struggles with getting started and completing a task. Watches and depends on friends to remind them of the current task Difficulty organising something with multiple frequently stops, frequently loses their place Often seems restless and on the go Fails to progress despite working hardQuick mental arithmetic7 + 9 x 3 4 = 35 x 9 = 35 x 76 = What is working memory ?

2 Who does it affect ?3/16/20162A system for temporary storage and manipulation of information, necessary for wide range of cognitive tasksThe ability to keep information activein your mind for a short period of time (seconds) keeping it available for further processingWhat is working memory ?How does it differ from short term memory ? Repeating multi-part instructions Carrying out instructions Remembering a street address Following driving directions Following driving directions as a new driverProcesses all stimuli we encounter Delegates it to the different parts of our brain that can take actionAllows us to block out unnecessary information It keeps us updated on what s happening and keeps us focused on what mattersWorking memory is an essential function in every day lifeCentral ExecutivePhonological LoopEpisodic BufferVisuo-Spatial Sketch PadAlan

3 Baddeley s working memory Metaphor3/16/20163 working memory (WM) Capacity: Dependent on Many Variables WM capacity affected by deficit: disease, genetics, also fatigue, medication, mood. WM load determined by the difficultyof a task as well as level of distraction from relevant and irrelevant stimuli. The more difficult the task, and the more stimuli attended to, the more demand on the capacity + WM load = WM performanceStorage AND AttentionAlloway, Gathercole, Pickering Child Development, November/December 2006, Volume 77, Number 6, Pages 1698 171601234567805 10 15 20 25 30 35 40 45 50 55 60arbetsminne lderAgeWorking memoryThe Development of working MemoryThe Development of working memory in ADHDW orking memory 51525354555657585957,58,59,510,511,512,5 13,514,515.

4 5 AgeCorrectControlADHDW esterberg et al. (2004), Visuo-spatial working memory : a sensitive measurement of cognitive deficits in ADHD. Child Neuropsychology10 (3) , Gathercole Dunning 2010 Poor working memory : Impact and Interventionsin Joni Holmes, editor, Advances in Child Development and Behavior, Vol 39 Academic Press 2010 pp1-43 working memory impairments are associated with a wide range of developmental disorders of learningVerbal STMV isual-spatial STMV erbal WMVisual-spatial WM12512011511010095 9085 8075706560 DYSLEXIAV erbal STMV isual-spatial STMV erbal WMVisual-spatial WM125120115110100 95 9085 80 75706560 ADHDV erbal STMV isual-spatial STMV erbal WMVisual-spatial WM1251201151101009590 8580 75706560 DYSCALCULIAV erbal STMV isual-spatial STMV erbal WMVisual-spatial WM12512011511010095 9085 80 75706560 SLIH olmes.

5 Gathercole Dunning 2010 Poor working memory : Impact and Interventionsin Joni Holmes, editor, Advances in Child Development and Behavior, Vol 39 Academic Press 2010 pp1-43 Children with poor working memory function are at very high risk of educational underachievementAlloway et al,. 2009 First study in which participants selected on basis of WM rather than learning difficulties, developmental disorders or genetic syndromes 3,1895-11 year olds, 308 identified with low WM using AWMA 10% High risk of making poor academic progress Highly distinctive profile of inattentive behaviour and forgetting which disrupts classroom functioning Older group performed significantly more poorly than younger group on learning measures Distractibility Forgetting Failure to remember instructions Failure to complete tasks Careless

6 Mistakes Difficulty solving problems Not hyperactive/impulsive WM is related to IQ There is an overlap of in reasoning and working memory tasks WM adds unique variance above and beyond measures of IQ (Gathercole, Alloway, Willis & Adams, 2006). working memory is a useful prospective indicator of academic performance: Predict attainment on national assessments at 7, 11, 14 years of age ( Gathercole, et al., 2004; St-Clair Thompson & Gathercole, 2006)3/16/20165To what extent is it influenced by environmental factors?Unlike IQ, free from SES and other crystallized knowledge that has been built from home, school and social experiences (Engel, Santos & Gathercole, 2008)Why does it matter?

7 working memory is used for: Controlling attention Resisting distraction Complex thinking Organisation Problem solving Remembering tasksWhy is it important?15% of all students have working memory deficits causing them to perform below average in many areas of learningWorking memory is crucial for areas such as math,reading comprehension, complex problem solving, and test takingWorking memory is key for academic performance3/16/20166 Improving working memory Supporting Student learning Tracy Packiam Alloway 2011(Gathercole, et al.)

8 , 2004; St-Clair Thompson & Gathercole, 2006)Evidence that even when general ability is accounted for, working memory skills predict reading and math scoresInterconnected Systems Supporting LearningKnowledge base (LTM)*largely mediated by languagePerformance-based factors * working memoryLisa Archibald CogCon 2014 Australian CurriculumLearning Areas English Maths Science Languages Arts HPEG eneral capabilities literacy numeracy information and communication technology capability critical and creative thinking personal and social capability ethical understanding intercultural understandingCross-curriculum priorities Aboriginal culture sustainability engagement with Asia3/16/20167 ACARA Personal and Social

9 Capability Students with well-developed social and emotional skills find it easier to manage themselves, relate to others, develop resilience and a sense of self-worth, resolve conflict, engage in teamwork and feel positive about themselves and the world around them. The development of personal and social capability is a foundation for learning and for citizenship."The capability involves students in a range of practices including: recognising and regulating emotions, developing empathy for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations Creative and Critical Thinking Inquiring identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing.

10 Synthesising and evaluating reasoning and proceduresStudents develop capability in critical and creative thinking as they practice generating and evaluating knowledge, clarifying concepts and ideas, seeking possibilities, considering alternatives and solving problems. These same skills underpin our ability to manage our wellbeing and learning and Teaching Conference l 5-7 November 201527 Psychological Processes associated with academic learning (Dehn 2012)Example working memory CharacteristicsVerbal STM-Remembering/repeating multistep oral instructions-Counting-Blending phonemes into words when reading-Phonetic decoding of text/phonetic recoding (spelling)- learning new vocabularyVisual-Spatial WM-Following signs ( +, - , x)