Chapter 4 Working Memory

Working Memory
1) This chapter explained our working memory or short-term memory as it once was termed. It presented research on working memory along with the findings of Alan Baddeley who examined what short-term memory accomplishes for our cognitive processes. He proposed the working-memory approach. I found the idea or our working memory holding more than new information that is on its way to long-term memory fascinating. Baddeley says that our working memory is devised of four components; all process a different type of information. Rehearsal of information helps with retention. The recency effect and the primacy effect prove that information is better recalled from working memory if items are at the end or the beginning of a list. We also learned about proactive interference which effects learning new material due to previously learned material.

2) The information presented in chapter 4 goes hand in hand with what we learned in regards to attention and visual and auditory recognition. All of our cognitive processes work together to complete the “whole picture.” For example, in chapter 2 we learned how our sensory receptors register physical stimuli from our environment and then process the information using top-down and bottom-up processing. We then must use our working memory to take this information to the next level. That being long-term memory so that it can be retrieved when needed.

3) What I am unclear on at this point is the findings discussed about depression and working memory. Maybe surprised is the better word to use instead of unclear. It stands to reasons that people suffering from depression have problems with their working memory since they are often overcome with negative thoughts but I am not sure why they have difficulty with some memory tasks and not others. It sounds as if the experts are still puzzled by this too.

4) I find this information just like what was discussed in chapter 2 & 3 to be imperative to understanding students and their abilities and strengths and weaknesses. I found myself struggling with the pronunciation time and memory span demonstration in the text. It also brought to mind how my students must be struggling also. More specifically, the information about proactive interference hit home with me. In my class, we attempted to learn the names of the states that comprise each region of the U.S. Many students could memorize one region but not move on successfully to the next. Interference!!! It makes sense.

5) The author of this text brings many different demonstrations to the material that allows me to validate what the studies and research are saying and proving. When discussing the central executive component of working memory the author states it is the least understood component. I automatically responded to this statement by asking how can that be when it is such a crucial part of integrating information. A clear presentation of information follows that explains why this is so. The random number generation task effectively proved how our central executive can’t successfully complete two tasks at once. In addition, the author states researchers have found the frontal lobe of the cortex is the most active portion of the brain when people work on a variety of central –executive tasks but they are not confined to any particular locations within the frontal lobe. I believe this research proves that much more is waiting to be discovered.

6) To get a clear picture of how our cognitive processes work and that of our students, it is important to look at our working memory and attempt to understand how it effects what we learn and how we learn it. I think working memory helps explain why some students suffer from ADHD and other attention problems. We have to understand what it is we are asking from our students and why we do not always get the expected results. Some students can’t multitask but yet we often times continue to ask this of them. I know that many of my students have trouble memorizing things. I know a bit more about what must be going on with them and hopefully I can be more understanding and adjust my instruction. Rehearsal, rehearsal, rehearsal!! Just like what the author stated in How Experts Differ from Novices, students retrieve items from their memory differently so I need to be more aware of this.

7) I am thinking of my students that are unable to focus for a constructive amount of time. Perhaps by providing them with more sensory breaks and exercising their working memory I can help them improve in this area. More chunking of information will also help with memorizing and retention. Once again, rehearsal, rehearsal, rehearsal.

8) I am thinking about the statement that was made that says scores on tests of working memory –especially the phonological loop-usually correlated with reading ability. This being said, how could we help the working memory functions, at an early age, in order to improve students’ reading? School districts are spending a great deal of money on RTI programs. Are those programs helping students with attention and memory issues? Our district spent a huge chunk of change on a new reading series this year because of its RTI components. The series is full of impractical suggestions and activities and I believe it has made a negative difference on our students. I would love to have had a say in the money that was spent. Now I am wondering if we could spend some money or time utilizing activities and programs that are centered around improving working memory maybe we would see more gains in reading abilities. There are cheaper and better methods in this case.