Working Memory and Learning

This book provides a coherent overview of the role played by working memory in learning during the school years, and uses theory to inform good practice.

Working Memory and Learning

A good working memory is crucial to becoming a successful leaner, yet there is very little material available in an easy-to-use format that explains the concept and offers practitioners ways to support children with poor working memory in the classroom. This book provides a coherent overview of the role played by working memory in learning during the school years, and uses theory to inform good practice. Topics covered include: " the link between working memory skills and key areas of learning (such as literacy & numeracy) " the relationship between working memory and children with developmental disorders " assessment of children for working memory deficits " strategies for supporting working memory in under-performing children This accessible guide will help SENCOs, teachers, teaching assistants, speech and language therapists and educational psychologists to understand and address working memory in their setting

Working Memory and Neurodevelopmental Disorders

There was however, one area of obvious importance that we were unable to
cover, namely developmental disorders of learning and memory. The term
learning disability, reflects the paramount importance of the capacity to learn and
 ...

Working Memory and Neurodevelopmental Disorders

Short-term or working memory - the capacity to hold and manipulate information mentally over brief periods of time - plays an important role in supporting a wide range of everyday activities, particularly in childhood. Children with weak working memory skills often struggle in key areas of learning and, given its impact on cognitive abilities, the identification of working memory impairments is a priority for those who work with children with learning disabilities. Working Memory and Neurodevelopmental Disorders supports clinical assessment and management of working memory deficits by summarising the current theoretical understanding and methods of assessment of working memory. It outlines the working memory profiles of individuals with a range of neurodevelopmental disorders (including Down's syndrome, Williams syndrome, Specific Language Impairment, and ADHD), and identifies useful means of alleviating the anticipated learning difficulties of children with deficits of working memory. This comprehensive and informative text will appeal to academics and researchers in cognitive psychology, neuropsychology and developmental psychology, and will be useful reading for students in these areas. Educational psychologists will also find this a useful text, as it covers the role of working memory in learning difficulties specific to the classroom.

Working Memory in Second Language Acquisition and Processing

This unique volume offers a comprehensive discussion of essential theoretical and methodological issues concerning the pivotal role of working memory in second language learning and processing.

Working Memory in Second Language Acquisition and Processing

This unique volume offers a comprehensive discussion of essential theoretical and methodological issues concerning the pivotal role of working memory in second language learning and processing. It includes theoretical chapters, empirical studies providing original data and new insights into the topic, and commentary chapters which chart the course for future research.

Working Memory and Academic Learning

Equipping school and child psychologists, and neuropsychologists with critical information on the role of working memory in learning and achievement, Working Memory and Academic Learning offers guidance on assessment tools, interventions, ...

Working Memory and Academic Learning

Equipping school and child psychologists, and neuropsychologists with critical information on the role of working memory in learning and achievement, Working Memory and Academic Learning offers guidance on assessment tools, interventions, and current evidence-based best practices. Its specific, step-by-step guidance and hands-on case studies enables you to identify how working memory relates to academic attainment and how to apply this knowledge in professional practice.

Improving Working Memory

This book explains how to spot problems early and how to work with children to improve their working memory, therefore increasing their chances of success in the classroom. It also explains the theory behind working memory.

Improving Working Memory

Your working memory is the information your brain stores for a short period of time, it is your brain's 'post-it note' if you like, and how much information you can remember has a huge influence on how well you do at school, and beyond. By understanding a child's working memory, you will be able to support his/her learning and concentration at school, and their concentration. Better working memory can be particularly useful to children with conditions where poor working memory is thought to be an underlying factor. Such conditions include: - dyslexia - dyscalculia - speech and language difficulties - developmental co-ordination disorders (motor dyspraxia) - attention deficit hyperactivity disorder (ADHD) - autistic spectrum disorders. This book explains how to spot problems early and how to work with children to improve their working memory, therefore increasing their chances of success in the classroom. It also explains the theory behind working memory. Underpinned by rigorous research and written in a highly accessible style, this book will appeal to practitioners, parents and students as an essential guide to helping their students fulfil their maximum potential.

Working Memory

Based on ten years of research, this volume describes a new model for temporary memory--the brief, nonpermanent storage of information necessary for learning, reasoning, and comprehension.

Working Memory

Based on ten years of research, this volume describes a new model for temporary memory--the brief, nonpermanent storage of information necessary for learning, reasoning, and comprehension. The proposed model involves a central controller and a number of "slave systems." The author outlines two of these hypothetical slave systems: the articulatory loop, which actively stores verbal material, and the visuo-spatial sketchpad, which is capable of storing and manipulating images. Supporting evidence derives from experiments on both normal and brain damaged subjects. The central executive component of working memory is related to models of attention and can account for the cognitive deficits observed in patients suffering from frontal lobe damage.

Working Memory and Education

This book is a valuable resource for psychologists, educationalists, and anyone seeking to understand more about the cognitive basis of educational achievement in children. * It brings together in one volume information that would normally ...

Working Memory and Education

Psychologists have been trying to understand the factors that underpin children's success and failure in different educational domains for many years. One psychological function that has been found to play an important role in educational achievement is 'working memory', the processes involved in the temporary maintenance and manipulation of information. This book provides the reader with an up-to-date review of the research that has identified how working memory relates to academic attainment in: reading, reading comprehension, arithmetic and writing, as well as looking at how children with difficulties relating to hearing impairment and attention deficits differ in terms of their working memory. Other chapters focus on how working memory is called upon in classroom settings, how working memory can be assessed, and approaches to remediation. The opening chapter of the book provides an account of working memory from the architect of the model that has dominated psychological theory for over two decades. This book is a valuable resource for psychologists, educationalists, and anyone seeking to understand more about the cognitive basis of educational achievement in children. * It brings together in one volume information that would normally be found in different sources * It brings together two disciplines that are highly relevant to one another (psychology and education) but not often linked directly * Provides psychologists with a perspective on educational practice * Provides educationalists with a well-established psychological framework for viewing educational phenomena * It provides information about up-to-date research techniques * It provides suggestions on how psychological theory can be translated into practice in educational settings

Improving Working Memory in Learning and Intellectual Disabilities

Phonological working memory of children in two German special schools. Int. J.
Disabil. Dev. Ed. 54, 225–244. doi: 10.1080/10349120701330545 Henry, L., and
Winfield, J. (2010). Working memory and educational achievement in children ...

Improving Working Memory in Learning and Intellectual Disabilities

The last forty years of research have demonstrated that working memory (WM) is a key concept for understanding higher-order cognition. To give an example, WM is involved in reading comprehension, problem solving and reasoning, but also in a number of everyday life activities. It has a clear role in the case of atypical development too. For instance, numerous studies have shown an impairment in WM in individuals with learning disabilities (LD) or intellectual disabilities (ID); and several researchers have hypothesized that this can be linked to their difficulties in learning, cognition and everyday life. The latest challenge in the field concerns the trainability of WM. If it is a construct central to our understanding of cognition in typical and atypical development, then specific intervention to sustain WM performance might also promote changes in cognitive processes associated with WM. The idea that WM can be modified is debated, however, partly because of the theoretical implications of this view, and partly due to the generally contradictory results obtained so far. In fact, most studies converge in demonstrating specific effects of WM training, i.e. improvements in the trained tasks, but few transfer effects to allied cognitive processes are generally reported. It is worth noting that any maintenance effects (when investigated) are even more meagre. In addition, a number of methodological concerns have been raised in relation to the use of: 1. single tasks to assess the effects of a training program; 2. WM tasks differing from those used in the training to assess the effects of WM training; and 3. passive control groups. These and other crucial issues have so far prevented any conclusions from being drawn on the efficacy of WM training. Bearing in mind that the opportunity to train WM could have a huge impact in the educational and clinical settings, it seems fundamentally important to shed more light on the limits and potential of this line of research. The aim of the research discussed here is to generate new evidence on the feasibility of training WM in individuals with LD and ID. There are several questions that could be raised in this field. For a start, can WM be trained in this population? Are there some aspects of WM that can be trained more easily than others? Can a WM training reduce the impact of LD and ID on learning outcomes, and on everyday living? What kind of training program is best suited to the promotion of such changes?

Working Memory and Language

This book evaluates the involvement of working memory in five central aspects of language processing: vocabulary acquisition, speech production, reading development, skilled reading, and comprehension.

Working Memory and Language

This book evaluates the involvement of working memory in five central aspects of language processing: vocabulary acquisition, speech production, reading development, skilled reading, and comprehension. The authors draw upon experimental, neuropsychological and developmental evidence in a wide-ranging evaluation of the contribution of two components of working memory to each aspect of language. The two components are the phonological loop, which is specialised for the processing and maintenance of verbal material, and the general-purpose processing system of the central executive. A full introduction to the application of the working memory model to normal adults, neuropsychological patients and children is provided in the two opening chapters. Non-experts within this area will find these chapters particularly useful in providing a clear statement of the current theoretical and empirical status of the working memory model. Each of the following chapters examines the involvement of working memory in one specialised aspect of language processing, in each case integrating the available experimental, neuropsychological and developmental evidence. The book will therefore be of direct relevance to researchers interested in both language processing and memory. Working Memory and Language is unique in that it draws together findings from normal adults, brain-damaged patients, and children. For each of these populations, working memory involvement in language processing ranging from the speech production to comprehension are evaluated. Working Memory and Language provides a comprehensive analysis of just what roles working memory does play in the processing of language.

Working Memory and Severe Learning Difficulties PLE Memory

Some people can learn a wide range of complex skills with ease, while others
find learning even comparatively simple skills very difficult. When someone has
learning difficulties of a general nature they may be described as mentally ...

Working Memory and Severe Learning Difficulties  PLE  Memory

"Working memory" is a term used to refer to the systems responsible for the temporary storage of information during the performance of cognitive tasks. The efficiency of working memory skills in children may place limitations on the learning and performance of educationally important skills such as reading, language comprehension and arithmetic. Originally published in 1992, this monograph considers the development of working memory skills in children with severe learning difficulties. These children have marked difficulties with a wide range of cognitive tasks. The studies reported show that they also experience profound difficulties in verbal working memory tasks. These memory problems are associated with a failure to rehearse information within an articulatory loop. Training the children to rehearse material is shown to help alleviate these problems. The implications of these studies for understanding normal memory development, and for models of the structure of working memory and its development are discussed. It is argued that the working memory deficits seen in people with severe learning difficulties may contribute to their difficulties on other cognitive tasks.