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5/12/2018 T-51 Soifer Working Memory - slidepdf.com
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Working Memory: You·re inTrouble Without It!
Overview, Relationships andRelevance
Lydia H. Soifer, Ph.D.
Soifer Center for Learning and Child Developmentlsoifer@soifercenter.com
NYBIDA March 18, 2009
Lydia H. Soifer, Ph.D. March, 2009
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Lydia H. Soifer, Ph.D. March, 2009
Cognition(Nicolosi, Harryman & Kresheck, 1989; Owens, 1988)
Cognition is a general concept embracing all ofthe various ways of knowing: perceiving,remembering, imagining, conceiving, judging,
reasoning.
Cognitive development also involves methods a
child must use to organize, store and retrieveinformation for problem solving and
generalization.
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Lydia H. Soifer, Ph.D. March, 2009
Executive Functions andSelf-Regulation
Executive Functions
± Inhibiting reactions
± Restraining and
delaying responses ± Attending selectively
± Setting goals
± Planning
± Organizing ± Maintaining and
shifting set
Self-Regulation
± Self-monitoring
± Self-evaluation
± Self-reaction(behavioraladjustment)
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Lydia H. Soifer, Ph.D. March, 2009
Executive Functions and Language
Executive Functions ± Aspects of meta-cognition ± Decision making and planning processes ± Invoked at the outset of a task when faced with a novel
challenge ± Involved in defining the problem which requires the ability to
stop, plan, analyze before taking action Language
± A mediating force for thinking and reasoning ±
Must pass, along with cognition through affective states ± Vygotsky (40 years ago) said, speech and language plays a
central role in the development of self-control, self-direction, problem solving and task performance.
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Lydia H. Soifer, Ph.D. March, 2009
Your memory is going? Which one?
Visual Auditory Episodic Automatic
Procedural Motor Associative Factual Interpretive Recognition Simultaneous Cumulative Categorical Sequential
Short-term
Working
Episodic
Autobiographical
Semantic
Procedural
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Lydia H. Soifer, Ph.D. March, 2009
Working Memory: Without it«huh?
Part of the information processing
system
If you can·t hold onto it, then you can·t
do much with it!
Interaction with the language system
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Lydia H. Soifer, Ph.D. March, 2009
Working Memory is«
the capacity to hold and manipulateinformation in the mind over shortperiods of time
responsible for temporary storage andprocessing of information
a mental workspace
not influenced by prior learning orsocio-economic factors
different than short-term memory
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Lydia H. Soifer, Ph.D. March, 2009
Functions of Working Memory (WM)
Holding an idea in mind while developing, elaborating, clarifying orusing it
Recalling from long-term memory while holding some information inshort-term memory
Holding together in memory the components of a task whilecompleting the task
Keeping together a series of new pieces of information so that they
remain meaningful
Holding a long-term plan in mind while thinking about a short-rangegoal
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Lydia H. Soifer, Ph.D. March, 2009
Examples of the Functions ofWorking Memory
WM Function
Holding an idea in
mind while developing,elaborating,clarifying or using it
Example
Remembering the
beginning of aninstruction whilelistening to the rest;remembering the
ending whileperforming thebeginning.
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Lydia H. Soifer, Ph.D. March, 2009
WM Function
Recalling from LT M while
holding some informationin ST M
Example
Retrieving information to
answer a question whilealso remembering all theparts of the question;remembering where youare going and why you are
going there while alsofiguring out how to getthere.
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Lydia H. Soifer, Ph.D. March, 2009
WM Function
Holding together inmemory the components of a task while
completing the task
Example
There is no room for all thatstuff inside my head. Every
single time I try to write, Iforget what I am doing. If Ithink about one thing likespelling, then I forget allabout something else, likepunctuation; or else, whe I
have to think hard to figureout what I·m going to write,my handwriting gets reallymessy.µ (10 year old)
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Lydia H. Soifer, Ph.D. March, 2009
WM Function
Keeping together a seriesof new pieces of
information so that they remain meaningful.
Example
Sounding out multi-syllabicwords (remembering the
first syllable while workingon subsequent syllablesand then combining all thesyllables to blend theminto a word whilemanipulating the stresspattern); remembering themath procedures andspecific facts whileperforming a multi-stepmath problem
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Lydia H. Soifer, Ph.D. March, 2009
WM Function
Holding a long-term
plan while thinkingabout a short-range need
Example
Rushing through math,
resulting in a messypaper with carelesserrors (child feels itis necessary to work
fast or risk forgettingwhat he or she isdoing)
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Lydia H. Soifer, Ph.D. March, 2009
A WM Task or Challenge!
To multiply 67 x 43 in your head ² requires:
mental storage of two numbers while,
arithmetic rules are retrieved from LTM andapplied, generating
partial solutions that must be stored while
further calculations are made, and then successfully integrated to come to a solution
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Lydia H. Soifer, Ph.D. March, 2009
Are there limits to WM capacity?
In a word, ´Yes!µ Try this - 264 x 369 !!!
Amount that can be held is limited Limit is influenced by what is to be
remembered ± Units ± Meaningfulness ± Background noise
Rehearsal boosts recall
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Lydia H. Soifer, Ph.D. March, 2009
How does WM vary among people?
Personal limits
Fixed capacities
Two ProfilesFemale, 13 Male, 13
Verbal Comprehension 96 130
Perceptual Reasoning 94 135Working Memory 135 86
Processing Speed 147 85
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Lydia H. Soifer, Ph.D. March, 2009
How does WM work?A model summarizing the components of WM (based on Baddeley; Gathercole
and Alloway)
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Lydia H. Soifer, Ph.D. March, 2009
Working Memory and Learning
Measures of WM capacity ² excellentpredictors of academic success
Working memory overload impairslearning
Some difficulties in reading and mathare predictable by poor WM capacity
Dyslexia, Dyscalculia and LanguageImpairment
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Lydia H. Soifer, Ph.D. March, 2009
Working Memory and Attention
WM and paying attention ² a closerelationship
Aspects of attention important to WM ± Focus for a sustained period of time ± Inhibit irrelevant information
± Shift attention between activities
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Lydia H. Soifer, Ph.D. March, 2009
Working Memory in the Classroom:Recognizing WM Failures
Recognizing WM failures ± Incomplete recall ² forgetting instructions ± Losing track in complex tasks ² what·s
next? ± Simultaneous processing and storage
demands ² taking notes ± Task abandonment ² giving up!
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Working Memory in the Classroom:Support for Children with Poor WM
Support for children with poor WM ± Simple Verbalizations - make instructions brief/simple ± Simple, isolated procedures - break instructions down
into individual steps ± Repeat instructions frequently; ask students to repeat ± Allow time for rehearsal/processing ± Promote higher level processing ± Use external memory aids ±
Quiet learning environment ± Organized presentations ± Scaffolding ± Activating Relevant Information
Lydia H. Soifer, Ph.D. March, 2009
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Bottom Line: Direct Instruction
and Mnemonic Strategies Direct Instructional Methods
Small group instruction Explicit teaching Awareness of and control of pace Well-sequenced, focused lessons Modeling and shaping of correct responses Reinforcing appropriate responses Systematic procedures for corrective feedback Continuous assessment of performance
Lots of repetition and review of material Emphasis on mastery at each step in learning process
Memory (Mnemonic) Strategies Teach them as part of learning the content Encourage their use
Lydia H. Soifer, Ph.D. March, 2009
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Lydia H. Soifer, Ph.D. March, 2009
Working memory is your brain·s´post-it· note!
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Working Memory Sources and
ResourcesAlloway, T. (2006) How does working memory work in the classroom? Educational Research and Reviews,1(4), 134-139.
Alloway, T. and Gathercole, S. (2006) Working Memory and Neurodevelpmental Disorders. Hove, UK:Psychology Press.
Baddeley, A. (1986) Working Memory. Oxford, UK: Oxford University Press.
Dehn, M. ( ) Working Memory and Academic Learning.
Ellis Weismer, S., Evans, J.L., and Hesketh, L.J. (1999) An examination of verbal working memorycapacity in children with specific language impairment. J Speech, Language, Hearing Research, 42,1249-1260.
Engel, P., Santos, F., Gathercole, S. (2008) Are working memory measures free of socioeconomicinfluence? J. Speech, Language and Hearing Research, 51, 1580-1587.
Gathercole, S., Alloway, T. Willis, C. and Adams, A. (2006) Working memory in children with readingdisabilities. J. Memory and Language, 29, 336-360.
Gathercole.S. and Alloway, T. (2008) Working Memory and Learning: A Practical Guide for Teachers.Los Angeles, CA: Sage Publications.
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Working Memory Sources and
Resources (con·t)Lyon, G.R. and Krasnegor, N. (Eds.) (1996) Attention, Memory and Executive Function.Baltimore, MD: Paul H. Brookes Publishing.
Mastropieri, M. and Scruggs, T. (1991) Teaching Students Ways to Remember: Strategiesfor LearningMnemonically. Cambridge, MA: Brookline Books.
Meltzer, L., et.al. (1996) Strategies for Success: Classroom Teaching Techniques forStudents with Learning Problems. Austin, TX: PRO-ED.
Pickering, S. (Ed.) (2006) Working Memory in Education. Burlington, MA: Elsevier
Richards, R. (2003) The Source for Memory and Learning Strategies. East Moline, IL:LinguiSystems.
Schuchardt, K., Maehler, C., Hasselhorn, M. (2008) Working memory deficits in childrenwith specific learning disorders. J. LearningDisabilities, 41, 6, 514-523.
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Working Memory Sources and
Resources (con·t)Swanson, H., Howard, C., and Saez, L. (2007) Readingcomprehension and working memory in children withlearning disabilities in reading, in Cain, K. AndOakhill, J. Children·s Comprehension Problems in
Oral and Written Language. NY: Guilford Press,2007.
Vance, M. (2008) Short-term memory in childrenwith developmental language disorders. In
Norbury, C., Tomblin, J.B., and Bishop, D. (E
ds.)Understanding Developmental Language Disorders:From Theory to Practice. New York, NY:Psychology Press.
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