Working Memory is like a “mental sticky note” that keeps track of information momentarily in mind (NOT in long-term memory) in order to complete a task. Basically, it helps kids hold on to information long enough to use it. Working memory is one of many executive functions or “mental processes” fundamental to successful learning. In the classroom setting, children are required to carry out day-to-day learning tasks that place significant demands on their working memory.   

Here are four ways students use working memory to learn. 

1. Accessing information immediately. Working memory is needed upon presentation of visual or auditory information so as to carry out a directive or apply and/or stick to completion of a task or activity. Unlike information that is stored in our long-term memory for later access and use, working memory is holding information briefly so that it can be accessed and “played back” immediately for completing the task at hand. For example, in math, students with weak working memory may struggle with word problems, despite knowing how to do a variety of calculations. This is because working on math problems requires holding onto the information coming in while also retrieving and momentarily keeping in mind the correct order of operations as they work out the problems and remembering which numbers are needed to plug them into mathematical equations. Similarly, when writing, students may often struggle to hold in mind long enough all of the great ideas they have in order to successfully write them down in an organized and detailed way. 
   
   
2. Remembering Instructions. Struggles with working memory can make it challenging to follow multi-step directions. Students with weak working memory skills often have trouble keeping in mind what comes next while they are doing what is needed now. As a result, they lose the information they need to successfully complete the task they are working on. Since the information is not in long-term memory, the information is not likely to be retrieved. This often leads to students needing repetition of instructions and often starting over, guessing at a correct answer, or simply giving up resulting in incomplete work. When presented with multi-step instructions, students with working memory challenges may remember the first or last step. They often have a hard time remembering a verbal list of three or more things to do or may only answer the first part of a multiple-part question. Students may be described by teachers as failing to follow instructions.
   
   
3. Paying attention. Optimal working memory skills also help students remember what they need to be paying attention to and keeping in their “radar.” Students who pay attention well seem to have a much easier time keeping information in their mental space than those with weak attentional skills. Students who struggle in this regard often forget to hand in completed homework or have a hard time remembering to bring home items/materials that are needed to complete their work. This is no different and just as problematic as when students walk into a room only to find themselves asking, “What did I come in here to get or what am I supposed to do?” Constantly forgetting the information needed to complete academic tasks can take a toll on learning and over time can lead to academic struggles and under-achievement.
   
   
4. Learning to read and reading comprehension. Intact auditory and visual working memory skills assist students in holding onto sounds letters make long enough to sound out new/novel words and to remember what words look like to recognize them in subsequent sentences, respectively. Successful reading comprehension also requires good use of working memory skills as a student is required to multi-task on reading accuracy and fluency while at the same time holding onto what is being read long enough to answer questions pertaining to details of the passage that immediately follow.  

It is imperative to be on the lookout for children who might have working memory weaknesses in order to provide them with the support they need to succeed. If you suspect your child’s school struggles may be associated with compromises in working memory, please seek out a consultation with a psychologist to discuss the benefit of exploring this and other cognitive processes that are fundamental to successful learning through Psychoeducational Testing. It will be important to explore your child’s attention capacity and identify any potential issues with focus as children with AD/HD often experience problems with working memory. Poor working memory, in and of itself can undermine academic functioning and optimal learning, regardless of whether it co-occurs with other conditions such as AD/HD.         

Maria Kanakos, Psy.D.
Licensed Clinical Psychologist