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Working Memory, a component of executive functioning, allows a person to temporarily hold and work with a limited amount of information in mind over brief periods of time. Working Memory can also be called updating as it involves working with and updating information in memory. With our Working Memory, we recall and apply the knowledge stored in our Short- and Long-term Memories to help us comprehend information, support the acquisition of new knowledge, solve problems, and set goals. When Working Memory is overtaxed, a learner can seem to be distracted because they may struggle to recall and use information simultaneously. Working Memory is vital for success in school, and so it is a crucial aspect of school readiness and the transition to kindergarten. While younger children typically have greater limitations on their Working memory, it develops rapidly during these early years through adolescence, alongside other executive functions.
While we do not know for sure exactly how our Working Memory works, many theoretical models have been developed based on behavioral and brain-based research findings. One influential model, described by Baddeley and Hitch (1974), lays out four components, each considered to have a limited capacity. These separate components are responsible for maintaining verbal Working Memory, and visual and spatial Working Memory, for integrating information from these components, and linking between Long-term Memory and Working Memory. In addition, there is an executive control system which directs activities within these systems, including shifting and focusing Attention between them.
It is important to note that many aspects of learning disabilities are often due in part to an underlying deficit in one or more of these areas of Working Memory. Neuroimaging research has found that young children with dyscalculia typically have lower activity levels in the area of the brain that supports visuospatial Working Memory, meaning that those students likely need additional support and scaffolding. In addition, inattention and other difficulties of executive function due to ADHD or specific learning disabilities may lead to difficulties with Working Memory. Because Working Memory is core to many aspects of learning, these difficulties may impact Core Academic Literacies and can negatively affect academic performance.
While both Working Memory and Short-term Memory are limited capacity memory systems, they differ in that Short-term Memory is simply a storage unit for information while Working Memory is where we process and manipulate temporarily stored information. In particular, in our Working Memory, information will be rapidly lost if not maintained through memory strategies, such as rehearsal. The faster we rehearse information, the more information we can keep active and recall in Working Memory, with rehearsal rate being a primary reason for developmental differences in Working Memory.
The amount of mental effort expended by Working Memory during different tasks is known as cognitive load. Cognitive load theory helps to explain why Working Memory is susceptible to interference and helps instructors understand how to best design their instruction for learning. Cognitive load theory defines three types of memory loads each with different implications for instruction:
Teachers can work towards creating learning environments that: set the right level of task difficulty matched to the learner, reduce extraneous load, for example, by keeping learning environments free from noise and visual distractions, and support germane load, by bridging new material to old, providing opportunities for practice and application, and matching content to students' interests to support Motivation and engagement in their learning. For students with ADHD, providing visual aids, such as checklists, flowcharts, or visual timelines can support in reducing cognitive load.
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