Memory Interventions

Milton J. Dehn, Ed.D.MASP Conference: Day II

October 23, 2015

Notice of Copyright 2015

This PowerPoint presentation and accompanying materials are copyrighted by Milton J. Dehn and Schoolhouse Educational Services, LLC. The PowerPoint and materials are not to be reprinted, copied, presented, or electronically disseminated without written permission. To obtain permission, email milt@psychprocesses.com.

Workshop Information Sources

1. Essentials of Working Memory Assessment2. Long-Term Memory Problems in Children3. Essentials of Processing Assessment, 2nd Ed.4. Working Memory in the Classroom5. www.psychprocesses.com6. www.SchoolhouseEducationalServices.com7. www.workingmemoryonline.com8. Presenter Contact: milt@psychprocesses.com

Workshop Content

1. Working Memory Exercises2. Cognitive Load Reduction3. Metamemory 4. Working Memory Strategies5. Other Processing Interventions6. Working Memory Accommodations7. Long-Term Memory Strategies8. Mnemonics9. Mnemonic Classroom

Selecting/Planning the Intervention

1. Begin with assessment results2. Deficits, intra-individual weaknesses, and

normative weaknesses should be addressed3. If no assessment, can do some matching from

risk factors; see table4. There are some core exercises and strategies that

all should have5. Do both WM and LTM; they support each other6. Some trial and error necessary

To Select Methods, Consider:

1. Learner’s needs, goals, and priorities2. Related cognitive processing weaknesses3. The severity of the memory deficits4. How well the strategy generalizes5. The extent of practice required6. Learner’s age and overall cognitive ability7. Learner’s level of metamemory, executive

functioning, and strategy use

Matching Memory Training toSpecific Memory Deficits

1. Try to specifically address memory deficits1. E.g., if verbal WM is weak, then verbal WM

training exercises and strategies are needed

2. If visual-spatial is average or above, minimal or no training is necessary in visual-spatial

3. See Table that matches needs and methods

Selecting Exercises and Strategies

1. If weak LTM, WM exercises should be included even if WM is normal

1. WM helps with encoding and retrieval

2. If weak WM, LTM strategies should be included even if LTM is normal

1. LTM reduces cognitive load and need to retain

3. Executive functions should be strengthened4. Existing strategies might need re-training

How to Collect Data andDocument Progress

1. Pre and post standardized testing (not the best)2. HSR has non-standardized pre and post test3. Rating scales before, during, and after, e.g., CPPS4. Track recall on material used with new strategies

and compare with old/non-strategic learning5. Monitor acad. performance, e.g., homework 6. Assess attention/executive functions7. Collect classroom test scores

Data Collection During Sessions

1. Collect immediate data each time a new strategy is introduced

2. Can be for WM or LTM (adjust intervals)3. Student uses current method; measure recall4. Introduce new strategy; measure recall5. New strategy almost always works better6. Improvement can’t be attributed to practice

effects7. Child immediately recognizes efficacy

Memory Interventions: General Approach

1. Principle: make the brain work; it gets better 2. Strengthen weakness/deficit with exercises 3. Utilize existing strengths to compensate4. Use methods that involve other processes, more of

the brain5. Exercises prompt strategy use6. Strategies allow more effective use of existing

memory abilities7. Accommodations and modifications that reduce the

need to use the weak processes

Approaches to Strengthening WM

1. Using LTM to support WM2. Reducing the learner’s cognitive load3. Using strategies to more effectively use WM 4. Increasing WM capacity through exercises5. Providing accommodations and support6. Strengthening attention, executive functions,

and related cognitive functions

Computerized and Internet-BasedWorking Memory Training

1. These are exercises, not strategies1. But they prompt the use of a strategy

2. They work because of brain plasticity3. Evidence that these exercises improve

1. With practice2. Untrained WM performance (near transfer)3. Far transfer to academics: evidence is

inconsistent and limited

What is Required to Make a Computerized Exercise Work

1. Must be adaptive1. Difficulty level constantly adjusted2. Confirmed by research

2. Consistent high cognitive workloads1. Has to be challenging enough

3. Extensive practice over a sustained period of time

1. 30 minutes a day for 25 days over 5 weeks min.4. Processing and storage required during the task

Why WM Brain Training Works

“the experience of taxing WM to its limits over a sustained period of time may induce long-term plasticity through either improving the efficiency of neuronal responses or extending the cortical map serving WM. The training program may also promote self-awareness and the development of compensatory strategies.” Westerberg et al., 2007).

Cogmed Training Details

1. Adaptive, game-like, internet-based training, records everything

2. Has preschool, school age, and adult levels3. 25 sessions, 30 minutes each with 8 exercises

out of 12, over 5 weeks4. Child can do without assistance5. Does not encourage use of strategies6. https://youtu.be/j-Pojkqekq07. See Video

Research on Cogmed Training

1. Improved WM, especially visual-spatial2. Fluid reasoning sometimes improves3. Math and reading sometimes improve4. ADHD kids improved in WM; less

hyperactivity5. Holmes et al. found substantial and

sustained gains in WM and math

Cogmed Research Controversy

1. Two recent studies have concluded that the claims are “largely unsubstantiated”

2. No control group3. Younger kids respond better4. Not everyone improves5. Is it just practice effects?6. More recent study with proper design: WM

improved, but still poor far transfer

Articles on Cogmed Controversy

• Shipstead, Z, Hicks, K. L., & Engle, R. W. (2012). Cogmed working memory training: Does the evidence support the claims? Journal of Applied Research in Memory and Cognition 1, 185-193.

• Melby-Lervag, M., & Hulme, C. (2012). Is working memory training effective? A meta-analytic review. Developmental Psychology, DOI: 10.1037/a0028228

• Study with proper research design found WM gains: Gray et al. (2012). ). Effects of computerized working memory training program on working memory, attention, and academics in adolescents with severe LD and comorbid ADHD: A randomized controlled trial. Journal of Child Psychology and Psychiatry, 53, 1277-1284.

Dehn’s Views on Cogmed

1. Majority of kids will benefit2. Cost is an issue; timely feedback is an issue3. Maintaining practice schedule is concern4. Parents not trained to supervise practice5. In general, may be too superficial 6. Cogmed discourages strategies; Dehn

introduces when subject hits wall7. Probably best for ADHD/WM co-morbid

Transfer and Maintenance

1. Most working memory exercises have good near transfer but poor far transfer

2. Why does it not far transfer and maintain, given learning’s dependence on WM?

1. Exercises are more STM than WM; don’t meet trainee’s WM needs

2. Not enough time allowed for transfer to occur3. Lack of motivation and effort4. Trainee does not do anything to maintain after

training

Jungle Memory

1. Some evidence-based for working memory2. Improvements in WM and academics3. Includes letters, words, and math facts4. Only 3 exercises5. More appropriate for elementary than older6. 8-week program7. A weaker program than Cogmed and most

other online programs

WM Training Impact on Brain

1. Takeuchi et al. (2010)2. Adaptive training with 2 N-Back visual tasks3. Increase in white matter correlated with

amount of training & improved performance4. Mainly adjacent to the corpus callosum and

in white matter parietal region5. Increased transfer of info, at the dorsolateral

prefrontal cortex, location of executive WM

The Most Powerful Exercise: N-Back

1. Challenging task but easily administered2. Found to have corresponding growth in brain3. Remember stimulus n-items back4. n-back task5. Hands-on exercise covered later6. As a result of the research, most brain

training programs have numerous n-back exercises

Lumosity

1. Numerous exercises; based on research2. Some WM tasks under other categories3. Are adaptive and appropriate4. Affordable, annual membership5. Can monitor learner’s progress6. Select target areas when learner signs up or

provide list of appropriate WM games7. Lots of challenging n-back tasks8. Difficult for young children; site says 13+ years

Brain HQ

1. Affordable plans, such as yearly2. Variety of WM exercises but no N-back3. Some WM tasks under other categories4. Well designed, challenging, cover a wide

range of ability and age5. Has verbal WM exercises, e.g., listening to a

conversation

Guidelines for Selecting WM Apps

1. Consistent high cognitive workloads2. Processing and storage required during task3. Program is adaptive; keeps records4. Extensive practice time5. Consistent with evidence-base; such as n-back6. More than visual-spatial; some kind of verbal

processing and retention required7. Encourages a conscious strategy

How To Use Online WM Exercises

1. These should be incorporated into intervention so that total exercise time is sufficient.

2. Can be done at home under parental guidance; set up a schedule with specific exercises

3. Can do some during your sessions under your account4. Monitor their progress5. Talk with child about using strategies and suggest

strategies6. Main concerns: does not follow schedule; no effort;

just guessing

Discussion

1. What concerns do you have about online working memory training?

2. What benefits do you see in WM online training?

Cognitive Load Theory

1. WM is a combination of processing & storage2. “Cognitive Load” is the processing portion3. Processing & storage both draw on WM capacity; so it’s a

balancing act4. The greater the processing demands/longer the

processing, the more info. lost from WM/STM5. Can focus attention on only 1 aspect of WM at a time;

switching is required6. If focus on retention, processing may suffer7. ADHD/WM impaired children become more hyperactive

as cognitive load increases

Cognitive Load and Span

Increasing cognitive load

Cognitive Load

1. Switching and amount of information increase the time to complete the processing

2. Environmental distractions add to cog. load3. Irrelevant thoughts adds to cognitive load4. Cognitive load is the main determinant of

retention in WM (and STM)5. In experiments with very high load, children

can typically retain one item of information

Task Switching (Time Sharing)

1. Switching is a core, general executive process2. To retain info. in WM, one must frequently switch

from processing to refreshing the info. 3. If the processing (load) is demanding, there will be

less switching and more info. will be lost4. Theoretically, when cognitive load consumes all of

WM; all info. is lost (Barrouillet, 2011)5. Switching is difficult for young children6. Example: remember steps while completing an

online task

Cognitive Load in the Classroom

1. Three sources of cognitive load1. The materials and their content2. Instructional methods and teacher behaviors3. The learner’s internal processing

2. Consult with teachers about this1. Explain WM and cognitive load2. Talk about supporting student by reducing

cognitive loadSee Handout

Cognitive Load in the Classroom

1. Instruction easily overloads WM1. By the nature of the material2. By the manner it is presented

2. Focus on designing curriculum and instruction that reduces cognitive load

1. Direct Instruction example

WM Classroom Overload Examples

1. Long, complex, inconsistent verbalization2. Requiring two processes simultaneously3. No time for processing or rehearsal 4. No external memory aids5. Noisy learning environment6. No or limited scaffolding (learning supports)7. Disorganized presentations8. Too many concurrent demands

More Overload Examples

1. Excessive length2. Unfamiliar and not meaningful content3. Demanding mental activities4. Need to integrate information5. Keeping track of steps while doing task6. Tasks that require a lot of switching of

attention

Reducing Cognitive Load

1. See handout2. Well designed instruction reduces load3. Or, allow processing without need to

remember; e.g. facts in writing are available4. Or, processing reminders are available5. Teach students to alternate between

processing and refreshing 6. Students learn under low load conditions

Reducing Cognitive Load

1. Only one step, process at a time2. Allow time for processing and rehearsal 3. Allow self-paced processing4. Provide external memory aids5. Quite learning environment6. Organized materials and presentations7. Worked, partially-completed examples

1. Keep adding more for student to complete

Reducing Cognitive Load

1. Sequence material from simple to complex2. Present material in an integrated way3. Include visual presentation4. Side by side information (being able to see as

all the information in an integrated fashion) better than stacked information

5. Avoid load that is not related or necessary to the learning (extraneous load)

WM and Automaticity

1. Mastery or fluency reduces cognitive load2. Reading decoding & reading comprehension3. Math problem solving better with fluency4. Written language better with fluency5. Automaticity equals faster processing and

ability to focus on higher level of processing instead of basic skills

6. LTM prior knowledge, expertise, and mastery support automaticity

Reducing Cognitive Load at Home

1. You can also apply some of the classroom recommendations

2. Could cognitive overload be causing some assignment completion problems at home? How?

Skills to Teach Students forReducing Cognitive Load

1. Ask for help and repetition2. Take notes; use post its 3. Be organized4. Don’t self-overload; one task/step at a time5. Learn to use memory aids6. How to switch between processing and

rehearsal (WM exercises good for teaching this strategy)

Cognitive Load Discussion

1. How do you recognize in yourself when you are experiencing cognitive overload?

2. What are signs of cognitive overload in a child?

3. Why/how does cognitive overload reduce learning and impair performance?

4. What is an effective executive WM strategy of trying to cope with high cognitive load?

Metamemory Overview

1. Teach child how memory works and its limitations

2. Inform child of personal strengths and weaknesses

3. Teach child self-awareness 4. Teach about how we can control memory

Video I

Why is Metamemory Training Essential?

1. Without it, there is:1. Less motivation and cooperation2. Continued misconceptions and frustration3. Less maintenance and generalization

More on Metamemory

1. This is ongoing through sessions2. Always help child understand why, when,

where it works or will benefit (conditional knowledge)

3. Always show the child the data4. Reinforce progress5. Child should become expert on memory6. The older the child, the more metamemory

Demonstrating Efficacy of Interventions

1. Differs by age level2. Lower Level: Memorize word list versus

memorize list while visualizing the object3. Upper Level: Organizational strategy

1. Memorize random words2. Memorize words arranged in categories3. Dramatic improvement is convincing

4. Important for maintenance I II5. How else can you document efficacy for trainee?

Discussion

• Give examples of weak metamemory that you have observed.

• How might poor metamemory lead to ineffective memorization attempts?

WM Strategies: Rehearsal

1. This is the most fundamental strategy2. It is necessary for both WM and LTM3. Keeps active in WM; allows more LTM encoding4. Most have by age 10; 1st graders can learn5. Students with severe memory problems can not

maintain sequence during verbal rehearsal6. Academic benefits if taught classroom wide7. Rehearsal can also be an exercise

WM Rehearsal Strategies (also for LTM)

1. Goal: Maintain until WM done or encoded

2. Serial and cumulative repetitive process3. First aloud, then subvocal4. Increase length of list as student improves5. Good maintenance of strategy if

overlearned

Rehearsal (Strategy) Training Steps

1. Serial: present all items at once2. Cumulative: Repeat first word until next

delivered then add next word to the repetition

3. First aloud, then whisper, then subvocal, then check to see if student using

4. Student needs to learn when to use this5. Practice training student to do cumulative

Using Rehearsal with Switching

1. Switching back and forth between the processing and rehearsal

2. Switching with rehearsal helps maintain the information in STM while processing the same or other information

3. Require trainee to use rehearsal with switching for most WM exercises

4. Switching is embedded in all WM exercises

Rehearsal as an Exercise

1. Goal is to build span and maintain sequence2. Other goal: Some oral-to-oral WM practice3. Have student repeat sequence 4-5 times4. Listen to see if student maintains correct

sequence; “answer” is not necessary5. Have the student say the words faster6. Can be serial or cumulative

Material for Rehearsal Exercises

1. Use a variety of stimuli2. Letters phonemes, numbers, words3. Non-words are ideal4. Require aloud rehearsal when child

can not maintain sequence

Chunking Strategy

1. Chunk items to be remembered as a whole2. Combining numbers, letters, or words3. Spelling: letters in syllable become a chunk4. Chunks become patterns in LTM5. Make list longer as training proceeds6. Continue until chunking is automatic7. Chunks expand WM capacity

Criteria for Face-to-Face WM Exercises

1. Same as for online WM exercises2. Is adaptive 3. Clearly requires WM4. Consistently places high demands on WM5. Practice on a regular, ongoing basis6. Some of these tasks used to measure WM7. If meets these criteria, should improve WM

Face-to-Face WM Exercises

1. Compliance with online training is a concern2. Oral responding not allowed with online

training3. A trainer, parent, or peer administers these;

some can be self-administered4. With all exercises, require a longer span as

progress is made

Using Math to Build WM

• Complete calculations• Remember the answers in sequence

4 + 3 = 79 – 3 = 68 + 2 = 10Response: 7, 6

• With groups, call on one student randomly for response

• Practice

Using Math Flashcards to Build WM

1. Practice for everyone2. Trainee must use cumulative rehearsal3. Best to use more than one operation in

same deck4. How should calculation errors be

handled?

N-Back Task (Exec. WM)

1. Found to have corresponding growth in brain2. Challenging task but easily administered3. Remember stimulus n-items back4. Do it repetitively5. Deck of cards ideal; prevents practice effects6. Parents and children can practice at home7. n-back task8. What strategy would you teach the child for succeeding

at this?9. Improvement will be slow at this task10. See Training Manual p. 43; HSR Lesson 20

N-Back Procedures Summary

1. Display items one at a time for 1-2 seconds2. Start over after 1st error3. Should get 10 consecutive correct 3 times before going

to next N4. 5 – 10 minutes, 4 times per week5. More challenging: A double n-back6. Establish baseline 7. Encourage strategy use8. What other materials can be used? 9. Two-way practice for all; verbalize strategy

Counting Span

1. Make up cards with random number of dots 2. Dots of a different color are distractors3. Count the number of items on each card4. Remember the total on each card in correct

sequence

Last Word

1. Found to have a high correlation with reading comprehension

2. Not used as a training exercise in research3. Must remember the last words in each of a

series of sentences.4. Must answer a question about each; this is

the processing part

WM Exercises for Young Children

1. Use age-appropriate stimuli to practice rehearsal2. For visual-spatial sequences, use letters on cards, numbers on

cards, pictures of objects, or actual objects. 3. Steps:

1. Present each item for two seconds, then hide it2. After all items are presented, child says items in sequence3. Teach the child to use rehearsal to maintain the sequence

4. Also use objects without requiring rehearsal. For example, present 5 small toys for 10 seconds. Then remove them and place them with a larger group of toys. Then ask the child to point the ones that were displayed previously. For a strategy, teach the child to name each target toy/object when they are displayed.

Exercises by Age

Young Child (8 & under)• More Simple Span• Rehearsal• Counting Span• Memory for Objects

(not in sequence)• Math flashcards• Pointing as Directed• Visual-Spatial Grid

Older Individual• More Complex Span• Rehearsal• Last Word• Pointing as Directed• N-Back• Math Flashcards• Pointing as Directed

Discussion

• Which of the WM face-to-face exercises seem easy to administer?

• Which of the WM face-to-face exercises do you believe would be the most beneficial?

Other Cognitive Processing Interventions that Support WM

1. Attention2. Executive functions, such as planning3. Oral Language4. Phonological Processing5. Processing speed6. Fluid reasoning

Attention: Self-Monitoring

1. Teacher, or device carried by student, cues student at variable intervals, such as 5 minutes

2. Ratings: 2-Completely on task; 1-Partially on task; 0-Completely off task

3. Teacher can also provide rating alongside student’s; student receives bonus point when ratings match

4. Set a points goal that student is working for, easy at first, then keep adjusting upward

5. Two options; entire interval is best

Executive Functions

1. See McCloskey for other EF interventions2. Developing planning improves math

performance3. Discuss benefits of plans4. Develop plans5. Verbalize them6. Implement them and evaluate

Fluid Reasoning

1. Problem solving2. Categorizing3. Similarities and differences4. Games that require reasoning and

recognizing relationships

Oral Language

1. Closure procedures2. Categorizing words3. Create a variety of sentences using same

words4. Synonyms and antonyms5. Paraphrasing6. Language therapy

Phonological Processing

1. Phonemic awareness interventions very effective .86 effect size (the earlier the better)

2. Oral at first, then with written material3. Rhyming; isolating phonemes; identifying

phonemes; deleting phonemes; categorizing common phonemes; segmenting phonemes that comprise words; and blending phonemes into words

Processing Speed

• Video Games

WM Accommodations

1. Extended testing time2. Repeating information3. Repeating information in a simplified manner4. Providing written checklists and reminders of

step-by-step procedures5. One task at a time6. Slow down presentation7. Preferential seating to reduce distraction8. Provide prompts and cues

Written Language and WM

1. Signs of WM overload during written expression: omitting words, repeating words, forgetting what was going to say, can‘t start

2. Extreme: can’t get ideas into words on paper3. Writing requires lots of executive WM; lots of

switching, updating, and inhibition

Written Language Modifications

1. Have the student express it orally first2. Teacher “stores” it and says what student

said as student writes3. Or, teacher writes part of sentence so that

student just needs to use closure to finish4. Teach learner to switch back and forth

between rehearsal and writing

More Written Language Mods.

1. Shorten writing assignment2. Allow shorter sentences3. Allow opportunity to revise after feedback

provided4. Allow abbreviations and symbols in first draft5. Provide notes, note-taker, or partially

completed class notes in classes where note-taking is required

WM and Math

1. Math demands a lot of both WM and LTM2. Signs of WM overload during math: finger

counting; computation errors when facts known; ignoring the signs; can’t do it mentally; confused by story problems

3. Visual-Spatial WM exercises will help math performance improve

Mathematics Modifications

1. Lighten the load by allowing written step-by-step procedures

2. Help to identify story problem words that indicate the math procedures involved

3. Allow access to arithmetic fact tables4. No timed math tests5. Allow calculators

WM and Basic Reading Skills

1. Support student during decoding & blending2. Prompt by saying first phoneme or syllable3. Say the segmented phonemes/syllables

slowly after student has sounded them out4. Have student say blended word smoothly

again after correct pronunciation5. Rehearsal and chunking training should be

beneficial; especially rehearse nonwords

WM and Reading Comprehension

1. Student previews and skims the passage to activate relevant prior knowledge so that long-term memory supports WM

2. If substituted word is consistent with meaning, do not interrupt to correct

3. Have student pause after each sentence and paragraph to reflect on its meaning

4. Test comprehension, not long-term memory by asking questions after each paragraph

WM and Taking Notes

1. Reduce quantity by teacher-supplied partial notes

2. Have a note-taker3. Student learns to use some shorthand,

symbols, and abbreviations

WM and Automaticity

1. Automaticity, mastery, and fluency reduce cognitive load

1. Reading decoding and reading comprehension2. Math problem solving3. Written language

1. Organization and coordination4. Long-term memory structures free up WM5. Automaticity equals faster processing

Consultation Practice

1. Pick a WM strategy, exercise, or accommodation.

2. How would you go about convincing a classroom teacher to try teaching or using it?

3. How would you teach the teacher to use it?

LTM Intervention Approaches

1. Working memory (enhances LTM encoding)2. Executive functions; metamemory3. Strategies and mnemonics to make better

use of existing abilities4. There are no LTM exercises5. Memory aids and accommodations6. Effective instruction, such as DI7. Health and physical variables

Strong WM SupportsEncoding and Retrieval

1. Reducing the “cognitive load” on the learner’s WM allows more encoding

2. A stronger WM can handle the cognitive load introduced by LTM strategies

3. Thus, students with deficient LTM but normal WM should also receive WM exercises and strategies

LTM Interventions

1. These are evidence-based; brain-based2. One-on-one, small group, classroom wide3. Includes direct and consultation/training4. Through trained parents/teachers sometimes5. Kindergarten through adulthood 6. Some tied with academic skills & study skills

Concerns About LT Memory Interventions

1. Some strategies don’t generalize well1. Specific to task and content

2. With multiple steps, learning a strategy can overload WM

3. Increased metamemory is necessary4. Far transfer to academics; less of a problem

than with WM training

Weak LTM Strategies

1. Not all educational practices are actually effective,

2. Acronyms such as HOMES3. Cramming4. Review5. Rehearsal

Support for LTM Interventions

1. Consistent with neuroanatomy2. Consistent with what is known about

memory processes3. Have a theoretical basis4. Have supporting research

LTM General Principles

1. Based on neuropsychology and research2. See link3. Select two principles that are so important

that they should be applied with all learners, even those without and LTM deficit. Why are these two principles so important?

Dehn’s Big Six LTM Intervention Principles

1. Deeper processing; e.g. elaboration2. Visualization; e.g. dual encoding3. Organization; e.g., semantic clustering4. Associations, linking; e.g., mnemonics5. Review and retrieve; e.g., testing effect6. Metamemory

Selecting LTM Interventions

1. Identify strengths and weaknesses1. Visual vs verbal2. Episodic vs semantic

2. Is there a process weakness: encoding, consolidation, storage, retrieval

3. Consider “cause” risk factor4. Trial and error: use data to figure out what

works

To Select Methods, Also Consider

1. Learner’s needs, goals, and priorities2. Related cognitive processing weaknesses3. The severity of the memory deficits4. How well the strategy generalizes5. The extent of practice required6. Learner’s age and overall cognitive ability7. Learner’s level of metamemory, executive

functioning, and strategy use

Dual Encoding

1. Instructors should make it both verbal and visual or give students time to recode

2. Can be done independently as well3. Instruct students to visualize verbal info.4. Instruct students to name/describe visual 5. Why does it work?

Visualization

1. The process of visualizing verbal information2. For young children, teacher/trainer may

provide picture of or describe an image3. Others should visualize and then describe4. Retrieved as a visual-spatial item; leads to

recall of verbal information5. For best results create effective visual images 6. Practice visualizing word list

Linking

1. Linking two items to be remembered together in an image is effective

2. But linking while using the structure of mnemonic is more effective because the items are then associated with something you won’t forget

3. Practice linking word list4. Verbal linking is okay; but it is better with an

image

Visual Images That Are Effective

1. Should be linked/interactive, not just imagined side-by-side

2. Funny, weird, etc.3. Personal4. Focused5. Created by user

Visualizing and Reading Comprehension

1. Direct student to visualize while reading2. Should pause frequently and deliberately

create imagery if this does not happen automatically

3. Have student describe the images (different than verbally retelling the story)

Reading: Imagining Self in Scene

1. Imagining yourself in the scene, viewing things as if you were actually there1. Imagine details and feelings2. For literature, social studies

2. Why does it work?

Organization

1. Organize information in a manner that makes sense to self

2. Good for both WM and LTM3. Examples: a timeline, by subject, category,

etc.4. Why does it work?

Semantic Clustering

1. Group items by category2. Objects or words3. Clusters become chunks in memory4. Have student focus on memorizing the name

of the clusters5. When item recall fails, recall cluster and think

of items in that category until recognized

Visual Mnemonics

1. History of Mnemonics2. Different from visualizing3. Link information to something already known that

will not be forgotten4. Acts as a scaffold or bridge 5. Involves pairing images that convey meaning6. Why do they work?

Loci (The Palace Technique)

1. Romans matched items with a route2. Evolved into the Palace method3. How the competitors use this approach4. https://youtu.be/PIg73ppoVZw5. See video (Andi Bell on youtube)6. Same locations can be used again with different

items7. Pick or create your palace; can have more than

one

Loci with Children

1. With children, use items in their bedroom2. Or rooms in their house3. Use items/rooms in sequence so nothing is

forgotten4. Have them follow visualization rules5. Suggest associations as needed

Loci Practice

A mythical nation exports these products:– Gold– Horses– Cotton– Diamonds– Lumber– Snakes– Computers

Keyword

1. Highly effective; effect size of 1.62. Combines auditory and visual3. First, the acoustical link (keyword)4. Then, image of linked items interacting5. To retrieve, think of keyword first6. LD do better when keyword & image

provided

Keyword Practice

1. Video illustrates a “double” keyword2. Use keywords for Denver, Colorado3. Single Keyword practice with Spanish vocab:

1. Vaca = cow2. Carta = letter3. Escalera = ladder

4. Make the images unique, interactive, but focused on the keyword and meaning

Elaboration

1. Elaboration is explicit, conscious linking of prior knowledge with new information

1. “Fire together, wire together” principle2. Also, deeper processing

2. Strengthens encoding, organization, consolidation, retrieval

3. Teachers should provide for young child but can be done independently by older students

Elaboration

1. Give a teacher an example of how to use elaboration when teaching about a new country in Africa

Elaboration: Why Question

• With self application, answering the why question is most effective

• Student asks and answers:– “Why does this make sense” or – “Why is this true”

Elaboration and Reading Comprehension

1. Student previews and skims the passage2. Student thinks about what he/she knows

about the topic3. Student pauses after each paragraph,

identifies the most important information4. Students asks and answers the “why”

question about that important piece5. An alternative is KWL

Periodic Review with Expanding Interval

1. Reviewing strengthens memories, but can also change them

2. For tests, at least 3 reviews are recommended and not on the same day

3. Cover up answers and force retrieval4. Do not guess wildly when reviewing (error

learning)5. Expanding interval works best

1. Because it’s better if it takes effort to recall

Expanding Interval Review1. More efficient than massed/daily review2. Strengthens neural pathways3. Increases learning by 15%4. Builds on remembered information5. Supports consolidation & semantic memory6. Information must actually be retrieved; best when

effortful retrieval needed7. Review should be about the time information is

beginning to decay1. E.g., 1, 2, 4 days, 1, 2, 4 week intervals

The Retrieval Principle

1. Retrieve from LTM, not STM2. More effective than just reviewing3. More effective when info is partially forgotten

and it takes effort to retrieve4. Also strengthens recall for related info.5. Supports consolidation and reconsolidation6. Why does it work?7. Explain to an adolescent how to apply this

principle

Periodic Testing

1. Extremely effective2. First quiz immediately or within a day3. Expanding intervals like periodic review4. Not limited to items actually tested5. Can be self-testing6. Why does it work?7. Can be self-testing

Six-Year Old Case Study Concerns

1. Learning colors, letters, and numbers2. Inconsistent performance 3. Recognizing and generating rhyming words4. Difficulty learning to read5. Doesn’t remember directions6. Difficulty getting started on a task7. Word retrieval problems 8. Math learning difficulties

Six-Year Old Case Risk Factors

1. Blood clot in umbilical cord2. Abusive father; stressful home environment3. ADHD4. Speech/language delay and disorder5. Seizures (left frontal lobe)

Six-Year Old Case Diagnoses

1. ADHD2. Language Disorder, with word retrieval probs.3. LD4. Seizure Disorder5. Placed under OHI

Six-Year Old Previous Interventions

1. RTI Math: Failed to respond adequately2. Tutoring at home by grandmother3. Earobics4. Phonemic awareness training

Six-Year Old Assessment Results

1. Full Scale IQ of 952. Executive dysfunctions3. Weak STM, especially visuospatial4. Working memory borderline low average5. Weak long-term memory

1. Encoding2. Consolidation3. Retrieval (Severe word retrieval problems)

Six-Year Old Case Interventions

1. Prioritize memory components/processes for intervention. Pick top three

2. Pick six exercises/strategies that you would begin with

3. Why would you pick these six?

Severe Memory Impairments

1. Less cognitive load2. Rely primarily on verbal or visual-spatial with recoding3. Longer, more intense training4. More practice with strategies5. Modified exercises and strategies6. More support, e.g. prompts7. Deliver information “just in time”8. Reduce error learning9. Reduce interference10. Recognition testing

Severe Memory Impairments

1. Avoid WM overload when training2. Tie more directly to academic and daily skills3. More daily life memory functions4. Limit number of strategies5. Mnemonics may be less effective6. Train parent to support7. Aides, accommodations, technology

External Memory Aides

1. Diaries or journals2. Memory books or memory notebooks3. Alarms and timers4. Reminders provided by computers5. Schedules and assignment calendars6. Checklists with step-by-step procedures7. Folders for organizing notes and materials8. Lists of activities that need to be completed9. Step-by-step instructions for using a strategy

Digital Memory Book

1. Contains important information that is difficult to remember or needed on a daily basis

2. Schedule (for everything)3. Procedures for completing tasks4. Procedures for memory methods5. Contact information6. Photos7. Personalize and continue to add to

Reducing Interference

1. Avoid similarity and too much info at once2. Switch topics3. Take breaks4. Take naps5. Study before sleep6. Quiet environment

Reducing the Learning of Errors

1. Reduce learning of errors2. Unlearning of errors is difficult3. Especially for severe amnesic cases4. Prevent guessing; supply most of the answer

Procedural (Implicit) Learning

1. Cases of amnesia, partial amnesia, severe LTM impairments can learn and remember procedures better than explicit memories

2. Won’t remember learning it or that they know it but can perform when prompted to do so

3. Thus, do more procedural training4. Example: Case with lead poisoning

Context Cues

1. Within the first week or so, retrieval of info is from episodic memory, not semantic

2. Episodic cues facilitate recall: smell, objects, colors, feelings, etc.

3. Testing in an environment other than the actual learning environment lowers test scores by as much as 30%

4. Teach students to recall the environment when they are tested elsewhere

Accommodations for Testing

1. Inform student of exam dates well in advance to allow for periodic review

2. Provide review sheets in same format as tests3. Provide notes of lectures4. Allow students procedural checklists5. Recognition testing: word banks, etc.6. Extended time on testing; notes during test

Improving Recall During Tests

1. Testing accommodations2. Context cues3. Elaboration4. Take time5. Recognition

Health Supports for Memory

1. Reduce risk of concussion2. Control seizures3. Treat disorders; medication for depression4. No illicit drugs5. Maintain steady glucose level6. Exercise7. Reduce stress and anxiety8. Interference breaks

Diet and Glucose Levels

1. Hippocampus functions best when there are average to moderately high levels of glucose

2. It is important during both encoding and retrieval

Sleep Benefits

1. Sleep deprivation harms recall2. Naps enhance recall3. Study, review, practice just before sleep leads

to better recall 1. Retroactive interference eliminated2. Material ready for consolidation

Benefits of Exercise

1. Many studies document the benefits of aerobic exercise for maintaining and improving long-term memory in adults

2. Only a couple of studies with children3. However, children have the same LTM brain

structures. Thus, adult benefits should apply to teens and children.

Medications

1. Methylphenidate improves ability to focus and WM performance

2. For LTM in adults with MCI or Alzheimer’s medication reduces/slows memory loss

3. These medications may help undiagnosed adults

4. Cholinesterase inhibitor5. Memantine or Namenda

The Mnemonic Classroom

1. Is a memory-focused classroom2. Focus on instructional methods that support

all memory processes3. Teacher has memory expertise; understands

how LTM functions4. Educates students about memory5. Teaches memory strategies/mnemonics6. Conveys message that you can improve your

memory

The Mnemonic Classroom

1. Teacher uses instructional methods that support long-term memory

2. Is aware of what the hippocampus needs3. Provides interference breaks4. Reminds students to be memory-focused5. Knows LTM General Principles6. Mnemonic instruction improves academic

learning

Teacher or Student Strategies in Mnemonic Classroom

1. Repetition2. Dual encoding, mainly visualizing3. Elaboration4. Expanding interval review5. Testing/Self-Testing6. Context cues7. Reducing interference

The Mnemonic Classroom: Examples of Metamemory Instruction

1. There are different types of memory: short-term and long-term; visual and auditory; and personal and academic.

2. Simply desiring to remember something does not make it more memorable; it takes effort, some kind of strategy

3. Using effective memory strategies actually save study time in the long run.

4. Remembering is easier when the information being studied is organized.

5. Remembering is easier when information is encoded both visually and verbally.

How to Encourage Teachers to Be Mnemonic Based

1. What approach would you use to get the classroom teacher to “buy in”?

2. How might you facilitate and support implementation in the classroom?

College Case Study

1. Cancerous brain tumors at age 162. Affected vision and memory3. Originally an A-B student, now failing4. Both episodic memory & semantic probs.5. Prospective memory problems6. Metamemory not realistic7. Working memory okay

College Case Strategies

1. Preview text, elaborate with “why” question2. Metamemory and interference breaks3. Self-made review sheet4. Periodic review schedule5. Self-testing (retrieval)6. Testing strategies to enhance retrieval7. Memory book

College Case Outcomes

1. Started on academic probation2. 2.5 at end of first semester with intervention3. 3.5 at end of two-year college program4. Student gained confidence5. Continued residing with parents6. See his plan on pages 75-797. Another college student8. High school student feedback (see Hannah)

Memory Training for Individuals

For working memory and long-term memoryParent consultation and training available

www.SchoolhouseEducationalServices.commilt@psychprocesses.com

608-781-0532

Memory Interventionist Training

• For psychologists and related professionals• Background in psychoeducational assessment required• Taught by Dr. Dehn• Taught once per year, beginning in fall• CEU’s from Kids, Inc.• 36-hour course• Includes neuropsych assessment of memory• Case study with supervision• Details: email milt@psychprocesses.com• www.SchoolhouseEducationalServices.com