working memory deficits & learning interventions amy williams edps 658
TRANSCRIPT
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Working Memory Deficits
& Learning
Interventions
Amy WilliamsEDPS 658
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Definition of Working Memory
Short-Term Memory Vs. Working Memory
Baddeley’s Model of Working Memory
Working Memory and Learning
Working Memory Deficits and Learning LDs
Working Memory Deficits: Impact on Learning
Warning Signs
Interventions
◦ Classroom Instruction◦ Reading ◦ Math ◦ Writing◦ Metamemory Awareness & Training
Conclusion
Presentation Overview
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Definition of Working Memory
“Working memory is a limited capacity store for retaining information for a brief period while performing mental operations on that information.”
(Miller, 2007, p. 201)
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Working Memory vs. Short-Term Memory
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Can You Recall the Six Digits?
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671534
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Working Memory vs. Short-Term Memory
283019
910382
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Working Memory Short-Term Memory
Active Passive
Relies on LTM Independent of LTM
Other cognitive processes The environment
Dehn, M. J. (2008). Working Memory and Academic Learning: Assessment and Intervention [Kindle version]. D01-7449388-8845746
Working Memory vs. Short-Term Memory
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Central ExecutivePhonological Loop Visuospatial Sketchpad
Verbal Working Memory Non-verbal Working Memory
Control Centre
(Baddeley & Hitch,1974; Dehn, 2008; Miller, 2007)
Baddeley’s Model of Working Memory
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Working Memory & Learning “a primary function of working memory is to
facilitate learning” (Dehn, 2008, Chapter 9, “Effective Teaching Practices”, para. 11)
Working memory is involved in all academic areas
Reading Math Writing
Important in school years and beyond
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Working Memory & Learning
Adapted from Working Memory and Academic Learning: Assessment and Intervention (Chapter 5, “Working Memory and Learning Disabilities”), by M. J. Dehn, 2008, [Kindle version]. D01-7449388-8845746
Working Memory Components Most Highly Related to Types of Academic Learning
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Working Memory Deficits & LDs Deficits in Working Memory do not cause LDs
LDs in domain-specific areas are associated with deficits in related working memory components
Working Memory deficits often coexist with other cognitive deficits
Capacity deficit versus strategy deficit (Swanson, 2000)
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Working Memory Deficits: Impact on Learning Difficulty meeting working memory demands of learning
situations
Overloaded working memory
Task abandonment or giving up
Lack of motivation
Missed learning opportunities
Learning delays
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Warning Signs Incomplete recall/ “I forgot”
Difficulty following instructions
Place-keeping errors
Task abandonment
Skipping or repeating words when writing
Inattention Inability to monitor the quality of work
Gathercole, S.E., & Packiam Alloway, T. (2008). Working Memory and Learning: A
Practical Guide for Teachers [Kindle version]. D01-6315489-9831300
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Interventions
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Classroom Instruction Direct instruction
Repetition of instructions
Shorter, simpler instructions that can be broken down into individual steps
Time for rehearsal and processing
Providing a quiet environment
Memory or visual aides - training
Encouraging child to ask for help
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Interventions for Reading
Decoding
Use of Pictures
Chunking
Self-Monitoring
Comprehension
Monitoring (Stop & Check)
Rereading the Text
Visualization
Previewing strategies
Help activate prior knowledge
Guided practice
Paraphrasing
Time
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Interventions for Math
Basic Skills◦ 3-D manipulatives
(cubes and blocks)◦ Number lines◦ Multiplication grids◦ Calculators◦ Memory cards with
vocabulary or formulae
Problem-Solving◦ Pictures◦ Irrelevant vs.
relevant information◦ Graphic organizers
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Interventions for Writing Idea Generation
◦ Sentence starters◦ Choice◦ Pictures/objects/visuals◦ Prewriting and graphic organizers◦ Emphasis on the Writing Process◦ Word processing programs◦ Using a scribe
Note-Taking
◦ Audio recording devices for writing notes◦ Use of teacher’s notes
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Interventions for Writing Spelling
◦ Flashcards
◦ Word Walls
◦ Personalized word lists
◦ Key vocabulary written on board
◦ Word processing programs
◦ Spelling rules in the form of rhymes (‘i’ before ‘e’ except after ‘c’)
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Metamemory Awareness & Training “metacognition as it applies to memory” (Dehn, 2008, Chapter
9, “Metamemory Training”, para. 1)
Self-awareness and education
Explanation of working memory and how it works
Emphasis on working memory overload
Memory strategies & training
Self-advocacy
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Conclusion Effective Working Memory Interventions:
◦ Are compensatory
◦ Reduce demand on child’s working memory, thus preventing overload
◦ Involve repetition of information (and patience!)
◦ Involve the use of visual and external memory aids
◦ Require training and practice
◦ Foster confidence and independence
◦ Enhance overall learning
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References Baddeley, A., & Hitch, G. (1974). Working memory. In G. H. Bower (Ed.),
The psychology of learning and motivation (Vol. 8, pp. 47-89). New
York: Academic Press.
Dehn, M. J. (2008). Working Memory and Academic Learning: Assessment and Intervention [Kindle version]. D01-7449388-8845746.
Gathercole, S.E., & Packiam Alloway, T. (2008). Working Memory and Learning: A Practical Guide for Teachers [Kindle version]. D01- 6315489-9831300.
Miller, D. (2007). Essentials of School Neuropsychological Assessment. Hoboken, NJ: John Wiley and Sons.
Sattler, J.M. (2008). Assessment of Children: Cognitive Foundations (5th Edition). San Diego, CA: J. Sattler.
Swanson, H. L. (2000). Are working memory deficits in readers with learning disabilities hard to change? Journal of Learning Disabilities, 33, 551- 566
Wendling, B. and Mather, N., (2009). Essentials of Evidence-Based Academic Interventions. Hoboken, NJ: John Wiley and Sons.