Working memory is a conceptual space in the brain that handles short-term, real-time thinking and mental processing. We need working memory to take in new information, store it temporarily, and blend it with existing knowledge. To articulate this scientifically, psychologists created The Working Memory Model. In this post, let’s look at this model and how it impacts neurodivergence.
The working memory model paints a picture of working memory, which is a cognitive system that handles short-term memory. It stores new information for a limited time and is one of eleven types of Executive Functioning.
Casey Anley–Director of Training and Development at Connections in Mind–describes Working memory as “Air Traffic Control”. It supports short-term information retention and recall by receiving data from senses and long-term memory. If we were to confirm a working memory definition, we could say it’s “the ability to store information and process to drive decision-making and task completion”.
After the idea for working memory appeared in 1960, psychologists Alan Baddeley and Graham Hitch produced the first working memory model diagram in 1974. They proposed a tripartite working memory model comprised of a Central Executive, a Phonological Loop, and a Visuospatial Working Memory. Later additions to The Working Memory Model included two subsets to the Phonological Loop and the addition of the Episodic Buffer.
Baddeley and Hitch also confirmed that “Working memory is a multi-component system that manipulates information storage for greater and more complex cognitive utility”. So, their working memory model diagram highlights the importance of this type of Executive Function for successful daily life.
Producing a working memory model furthered understanding of memory and cognition. But it also offered a way to evaluate cognitive abilities. Carrying out a working memory evaluation means psychologists can review any working memory deficit and find ways to remediate it.
For instance, over 80% of children with ADHD showed a working memory deficit during a 2020 assessment. Various interventions support children, while Assistive Technology can improve working memory deficits for students at college, Higher Education, and when entering work.
Let’s take a closer look at the key methodologies for conducting a working memory evaluation:
Baddeley and Hitch–the psychologists who created the working memory model–looked at whether individuals could use different parts of the working memory model at the same time. They asked study participants to carry out two tasks at the same time, referred to as the dual task technique. One task asked participants to repeat a list of numbers and the other was a verbal reasoning task with true or false questions.
They found that participants weren’t significantly hindered from running two tasks concurrently and that each task used a different part of working memory. Specifically, Task One used the Phonological Loop and Task Two relied on the Central Executive function.
The Working Memory Rating Scale (WMRS) is a working memory evaluation suitable for children aged 5 to 11. This is a quick and efficient way to assess any working memory problems that may impair learning during this critical, formative period in children’s lives.
A further working memory evaluation for children, the Working Memory Test Battery for Children, offers an assessment of working memory for children aged 5 to 15.
One of the eleven components of Executive Function, working memory retains and manipulates information over short periods. Neurodivergent people can show marked differences in Executive Function, so it’s important to state that these are differences in brain wiring as opposed to character flaws like lack of effort or intentional disruption.
Let’s take a closer look at how the working memory model impacts different types of neurodivergence.
People with ADHD experience a range of issues which include difficulties with focus and attention, impulsivity, and hyperactivity. Working memory impairments can play a role in their ability to retain and recall short-term information. Emotional dysregulation is also a common experience and working memory plays a role in this process.
Affecting around 5% of the adult population, ADHD can lead individuals to reach a point of meltdown where their emotions explode like a volcano. Working Memory can impact this process in students by causing frustration, embarrassment, and self-esteem from a lack of proper abilities in planning, organisation, time management, and task prioritisation.
Evidence suggests potential differences in working memory for people on the autistic spectrum. In a large number, a working memory deficit can impact language development, verbal skills, visual data interpretation, and visual recall.
A study revealed 30 children out of 33 with ASD performed below the average in either cognitive or language measures. Plus, 24 children were low performers. This might suggest that working memory in people with ASD can impair non-verbal IQ, visual memory, and language measures like syntactic production.
It’s common for people with dyslexia to experience weaknesses across the working memory model. As children, when undiagnosed, this can lead to misunderstandings and incorrect assumptions about intelligence levels.
A meta-analysis of children with and without dyslexia suggested verbal working memory is strongly related to reading abilities in children. Plus, the relationship between working memory and word recognition appeared stronger over working memory and nonword reading. This may suggest a strong correlation between working memory functioning and fluency in reading and decoding.
The working memory model accurately reflects the processes involved in short-term memory. According to Dr Rosemary Tannock, a Professor of Neuroscience and expert in working memory, it is possible to improve working memory. Whether someone is neurodivergent or neurotypical, deploying strategies, training, and assistance goes a long way toward improving working memory.
Let’s highlight some key strategies that can help anyone to improve the function of their working memory model, whatever challenges they face.
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