Different Memory Systems

Understanding the Different Memory Systems

Have you ever related to this picture, or maybe your child has? You have too many tabs open and you can't seem to keep things straight. I've been there many times!

Today, we will be discussing the different memory systems. Specifically, working memory as it pertains to struggling learners.

Before we dig deeper, here's some information that may surprise you.

Did you know that we have several different memory systems working continuously in our brains? Some of these include...

Working, semantic, episodic, procedural, and perceptual representation...

We have all of these systems working within our brains, yet a person can be weak in some and strong in others. Every memory system will look different.

There are several different memory systems that hold different types of information.

Different Memory Systems...

Episodic memory: is the storage for events in the recent past, like a trip or birthday party in the past week.

Ever wonder why your child can remember a trip or event from several years ago but can't remember a daily routine or math fact? Well, they are using a different memory system to pull that information.

Procedural Memory: is used for things that use habit or skills, like driving a car, building something, riding a bike, or skateboarding tricks.

Semantic Memory: this system is used to store knowledge gained over a lifetime and includes information about word meanings, spelling, and pronunciations.

Perceptual Representation Memory: is used to store both visual and auditory form of words. Such as when you see the word dog, one can visually see or hear this word and think of what that is.

Working Memory: is crucial for learning and refers to the ability to hold and manipulate information mentally for a short period of time.

For example, information that was just read from a book, sequence of numbers, math problem, spelling of words, or sounds you are sequencing together.

Understanding Working Memory

Did you know that about 10% of people have a weak working memory to some degree? However, 20-50% of people with a learning disorder (such as dyslexia) have a weak working memory. A weak working memory is one of the major difficulties with people who have ADHD, an inattentive type. A person with TBI (traumatic brain injury), deafness, oral language deficits, or genetic disorders such as Down Syndrome is more likely to have a weak working memory. As you can see, this affects several people in our society and should be something we understand and know how to support.

Working memory is a process different from rote memory, which involves memorizing information, like address, phone number, or alphabet sequence.

Working memory is what is needed when we need to not only memorize information but need to do something with it. We must manipulate, change, and organize information from our short and long-term memory.

Everyday Scenarios with Working Memory

Following multi-step directions (remembering or listening to)

Remembering a question long enough to form an answer

Carrying out the steps of a recipe without looking at the recipe

Being able to complete mental math

A sequence of steps to follow (like long division)

It is important to note that once information from working memory is lost, it cannot be retrieved. The duration is limited to only seconds.

If a child loses the information they won’t be able to retrieve that information without some form of assistance.

How does working memory pertain to dyslexia?

A weak working memory is very common when it comes to dyslexia. It doesn't mean everyone will have it but a big percentage of people do.

One key responsibility of working memory is managing, changing, and transforming information from short—and long-term memory. When it comes to dyslexia, one may have difficulty with the phonological side of decoding which then overflows into comprehending what was read.

For example:

If someone is having difficulty decoding the word blend.  First, they must say the individual phonemes /b/-/l/-/e/-/n/-/d/, and then they have to go back to blend those sounds together. They must have a strong enough memory to store those individual sounds to form a word.

Perhaps a child can do this well, but they struggle with manipulating sounds within a word. This includes dropping and replacing sounds within a one or multi-syllable word.

For example:

A child is verbally given the word splat but then has to change the /a/ to an /i/ only using sounds. They must not only form a new word but also hold onto the sounds they heard in the first word. Then, they must create the new word split.

This task is just one example of how having a weak working memory can be overwhelming and frustrating for someone with dyslexia. If they have ADHD, it can be extremely difficult as well.

This is such a common deficit among people with dyslexia that it has now been known as one of the common characteristics to look for.

Characteristics of a Weak Working Memory

Unable to plan properly

Difficulty Organizing information mentally or physically

Accomplishing daily chores or tasks

Frequently daydreaming

Weak written expression

Difficulty with decoding words or spelling

Extreme difficulty memorizing sight words

Difficulty with math facts

What does a weak working memory look like in the classroom?

One can perform below average in some or all areas of learning

Difficulty with complex reasoning

Trouble with tasks that have more than one step

Daydreamer

Lack of skills in planning and organization

Remembering steps in oral directions

Trouble with thinking and doing simultaneously

Distracted and inattentive but not impulsive or hyperactive

Displays low self-esteem

Impact of weak working memory on reading and writing

A weak working memory can interfere with phonological learning in many ways.

For example:

An older child holding onto sounds within a word for spelling

or decoding a multi-syllable word and having to blend all the sounds together.

You will see impacts on reading comprehension and fluency

Holding and sequencing sounds for spelling

Impact of working memory with math

Children with math learning disorders (such as dyscalculia) will have weaknesses across all working memory components.

You will see difficulty and more errors when translating numbers from verbal to written form than do students with a strong working memory.

Some students demonstrate a slower processing speed due to difficulty retrieving information, such as math facts.

What helps in the classroom or at home?

Awareness of each student and their memory

Decreasing the amount of information that has to be stored

Simplifying information being brought in

Teaching students memory aids for storing information (acronym, saying or phrase)

Simplify instructions

Repetition

Using visuals full of colors and pictures

Allowing extra time to process information

Re-read information to help with comprehending

If you need any ideas on implementing these strategies with your student or child, please ask me. I'd be more than happy to give you some ideas.

-Information sourced from the International Dyslexia Association-