One of the brain\u2019s executive functions, working memory is the ability to hold new information in the short term whilst it is needed for a task. Often described as a mental \u201cpost-it\u201d note, it is working memory that helps a person to keep a new piece of information in mind whilst performing an action related to that novel data.<\/p>\n
It may sometimes be assumed that working memory is just another term for short-term memory, but this is not entirely accurate. Whereas short-term memory does indeed hold information, working memory is the ability not only to hold information, but to process and work with it, too. It may be useful to think of it as a helpful \u201cholding cell\u201d where information is retained and manipulated.<\/p>\n
Comprising the central executive, visuospatial sketchpad, phonological loop, and episodic buffer, working memory is important both for learning and for everyday tasks. It allows a person to learn by associating new ideas with previous knowledge, and provides a temporary storage facility that allows a person to have conversations, do mental maths, or keep in mind instructions they have been given whilst also actually carrying them out. It is all about the ability to not just hold information, but to then be able to use, process, and manipulate it.<\/p>\n
Difficulties with working memory may mean that a child finds it much harder to use the information that they are given in the classroom. They may have difficulty in carrying out tasks with multiple steps; find mental calculation very tricky; struggle to keep their place when reading and find problem-solving tasks particularly challenging.<\/p>\n
Working memory difficulties may even look<\/em> like poor behaviour; like a child is simply choosing not to listen, focus, or do what is asked of them, when in reality they are having difficulty retaining the information required to follow the instructions and complete the task. They may also interrupt classmates and not wait for their turn to ask a question in class. This seemingly poor or impulsive behaviour can stem from the fact that they are simply unable to hold on to that question for long enough to politely wait their turn.<\/p>\n Identifying issues with working memory is a key first step in supporting a child who may be struggling in this area. Once identified, it is possible to advocate for them with school in order to avoid the frustration of misunderstandings, and have a support plan put in place that combines helping to build a child\u2019s skills in this area with mitigating some of the difficulties.<\/p>\n The waters can be particularly muddy around a child with high learning potential, when it comes to ruling in or out issues with working memory. Sometimes, what looks like a working memory issue is, in fact, an attention issue, where the trouble does not lie with a difficulty in storing<\/em> the information, but with the fact that the information was not taken in in the first place. This inattention may be due to a diagnosable condition, such as ADHD (and there may or may not be working memory difficulties in addition to, or part of, this diagnosis), but may also be due solely to a child\u2019s high learning potential itself.<\/p>\n A child with high learning potential may, without any further diagnoses, display traits associated with working memory deficits or other diagnosable conditions that can cause inattention and lack of focus and yet, when stimulated, engaged and interested in the topic at hand, will have no such issues at all. The problem may simply be that of disinterest in certain areas and an unwillingness to pay attention. To complicate things further, even a child of high learning potential with <\/em>working memory or attention deficits may also be able to demonstrate exceptional focus and perform well around themes of interest, because their long-term memory and expertise, together with high levels of motivation, can often go some way in making up for any deficits. It is, therefore, not as simple as keeping an eye out for universality of issues to confirm a working memory or attention deficit; a child\u2019s high learning potential can make this a pointless exercise.<\/p>\n A further complication lies in the fact that young children with high learning potential, especially, are often very able to mask both working memory and attention issues because they are simply not challenged to the point at which the issue would manifest itself. Sometimes, it is necessary to wait until later in Key Stage 2 or secondary school, when demands are high enough, to evaluate if there really is an issue.<\/p>\n Careful consideration and investigation, therefore, may well be essential to discern either the true cause of presenting issues or to spot the issue in the first place. If it does, however, become clear that a working memory deficit exists, then there are many ways to support a child to manage and mitigate such difficulties.<\/p>\n 1. Set up an environment that supports their working memory<\/strong><\/p>\n 2.<\/strong> Support your child to help themselves<\/strong><\/p>\n Encourage them to develop their own memory aids and other helpful strategies.<\/p>\n For more information and advice on children with high learning potential and sleep, see our advice sheet, PA605, Sleep and High Learning Potential Children.<\/a><\/p>\n For more information on worry and anxiety in high learning potential children, see our advice sheet, <\/em>PA606, Worry and Anxiety in High Learning Potential Children<\/a>, and see the blogs section of our website for even more great advice.<\/p>\n 3. Play Games to Help Improve Working Memory<\/strong><\/p>\n There are also computer programmes which claim to help working memory; however, there are questions over the transferability of any memory gains to other tasks from such programmes, so caution should be exercised if considering such options.<\/p>\n If a child is struggling with their working memory, there is much to be done to support them. Encouraging them to build up their own bespoke set of strategies to help is both a practical and positive element of this support, and advocating for them at school and ensuring that the environment is set up to support them, is another key aspect. In addition to this, there are many fun and family-friendly ways to improve their working memory, without them even knowing they are doing so as they play! For more information on Working Memory, see our advice sheet, PA304, Working Memory – Tapping Potential.<\/a><\/p>\n About the author:<\/strong> Caroline Hooton-Picard is an adviser for Potential Plus UK. She has a background in mental health, having worked for Suffolk Mind and also in private practice, and has a first class degree in Philosophy from the University of Essex. She also has a High Learning Potential daughter who keeps her very much on her toes!<\/em><\/p>\n","protected":false},"excerpt":{"rendered":" What Is It? One of the brain\u2019s executive functions, working memory is the ability to hold new information in the short term whilst it is needed […]<\/p>\n","protected":false},"author":1002852,"featured_media":29466,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"give_campaign_id":0,"footnotes":""},"categories":[39,196,40,525],"tags":[439,238],"class_list":["post-29460","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-dual-or-multiple-exceptionality","category-focus","category-high-learning-potential","category-wellbeing","tag-executive-function-skills","tag-working-memory"],"yoast_head":"\nWorking Memory Issues and High Learning Potential<\/h3>\n
Strategies to Support a Child\u2019s Working Memory<\/h3>\n
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Conclusion<\/h3>\n
\nMore Information<\/strong><\/h3>\n
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