Forum for Science, Industry and Business

Sponsored by:     3M 
Search our Site:

 

Children’s under-achievement could be down to poor working memory

28.02.2008
Children who under-achieve at school may just have poor working memory rather than low intelligence according to researchers who have produced the world's first tool to assess memory capacity in the classroom.

The researchers from Durham University, who surveyed over three thousand children, found that ten per cent of school children across all age ranges suffer from poor working memory seriously affecting their learning. Nationally, this equates to almost half a million children in primary education alone being affected.

However, the researchers identified that poor working memory is rarely identified by teachers, who often describe children with this problem as inattentive or as having lower levels of intelligence.

The new tool, a combination of a checklist and computer programme informed by several years of concentrated research into poor working memory in children, will for the first time enable teachers to identify and assess children’s memory capacity in the classroom from as early as four years old.

The researchers believe this early assessment of children will enable teachers to adopt new approaches to teaching, thus helping to address the problem of under-achievement in schools.

Without appropriate intervention, poor working memory in children, which is thought to be genetic, can affect long-term academic success into adulthood and prevent children from achieving their potential, say the academics.

Although the tools have already been piloted successfully in 35 schools across the UK and have now been translated into ten foreign languages, this is the first time they are widely available.

Working memory is the ability to hold information in your head and manipulate it mentally. You use this mental workspace when adding up two numbers spoken to you by someone else without being able to use pen and paper or a calculator. Children at school need this memory on a daily basis for a variety of tasks such as following teachers’ instructions or remembering sentences they have been asked to write down.

Lead researcher Dr Tracy Alloway from Durham University’s School of Education, who, with colleagues, has published widely on the subject, explains further: “Working memory is a bit like a mental jotting pad and how good this is in someone will either ease their path to learning or seriously prevent them from learning.

“From the various large-scale studies we have done, we believe the only way children with poor working memory can go onto achieving academic success is by teaching them how to learn despite their smaller capacity to store information mentally.

“Currently, children are not identified and assessed for working memory within a classroom setting. Early identification of these children will be a major step towards addressing under-achievement. It will mean teachers can adapt their methods to help the children’s learning before they fall too far behind their peers.”

The checklist, called the Working Memory Rating Scale (WMRS), will enable teachers to identify children who they think may have a problem with working memory without immediately subjecting them to a test. A high score on this checklist shows that a child is likely to have working memory problems that will affect their academic progress.

If the teacher feels significantly concerned about a child’s performance in class, he or she can then get the child to do the computerised Automated Working Memory Assessment (AWMA). The tools also suggest ways for teachers to manage the children’s working memory loads which will minimise the chances of children failing to complete tasks. Recommendations include repetition of instructions, talking in simple short sentences and breaking down tasks into smaller chunks of information.

Both tools are published by Pearson Assessment. The research that provided the foundation for the AWMA was funded by the Economic and Social Research Council and the British Academy.

Case study – Head teacher from Lakes Primary School in Redcar, Cleveland

Lakes Primary School has been working with Dr Alloway in learning how to identify poor working memory using the new tools. A number of teachers have been trained to screen the children for working memory.

Head teacher Chris Evans said: “Dr Alloway’s research into working memory really caught my interest as I could readily recognise how some children at Lakes School may well suffer from poor working memory. With some of the staff now trained to identify problems, we have the knowledge and tools to carry out a proper assessment and have the skills to help these children be more successful in school.

“We are already beginning to see children in a different light knowing more about the difficulties faced by children with impaired working memory. We realise that they are not daydreamers, inattentive or underachieving, but children who simply need a different approach. We think these new ways of learning can help both the teacher and the children to successfully complete their work.”

When do we use working memory in everyday life?

* Multiplying together two numbers such as 43 and 27 spoken to you by another person without being able to use a pen and paper or calculator.

* Remembering a new telephone number, PIN number, web address or vehicle registration number.

* Following spoken directions such as go straight over at the roundabout, take the second left and the building is on the right opposite the church.

* Remembering the unfamiliar foreign name of a person who has just been introduced to you for long enough to enable you to introduce them to someone else.

* Measuring and combining the correct amounts of ingredients (rub in 50g of margarine and 100g of flour, and then add 75g of sugar) when you have just read the recipe but are no longer looking at the page.

Source: Information booklet on working memory produced by Dr Tracy Alloway and Professor Susan Gathercole.

Alex Thomas | alfa
Further information:
http://www.durham.ac.uk/news

More articles from Studies and Analyses:

nachricht Real-time feedback helps save energy and water
08.02.2017 | Otto-Friedrich-Universität Bamberg

nachricht The Great Unknown: Risk-Taking Behavior in Adolescents
19.01.2017 | Max-Planck-Institut für Bildungsforschung

All articles from Studies and Analyses >>>

The most recent press releases about innovation >>>

Die letzten 5 Focus-News des innovations-reports im Überblick:

Im Focus: Breakthrough with a chain of gold atoms

In the field of nanoscience, an international team of physicists with participants from Konstanz has achieved a breakthrough in understanding heat transport

In the field of nanoscience, an international team of physicists with participants from Konstanz has achieved a breakthrough in understanding heat transport

Im Focus: DNA repair: a new letter in the cell alphabet

Results reveal how discoveries may be hidden in scientific “blind spots”

Cells need to repair damaged DNA in our genes to prevent the development of cancer and other diseases. Our cells therefore activate and send “repair-proteins”...

Im Focus: Dresdner scientists print tomorrow’s world

The Fraunhofer IWS Dresden and Technische Universität Dresden inaugurated their jointly operated Center for Additive Manufacturing Dresden (AMCD) with a festive ceremony on February 7, 2017. Scientists from various disciplines perform research on materials, additive manufacturing processes and innovative technologies, which build up components in a layer by layer process. This technology opens up new horizons for component design and combinations of functions. For example during fabrication, electrical conductors and sensors are already able to be additively manufactured into components. They provide information about stress conditions of a product during operation.

The 3D-printing technology, or additive manufacturing as it is often called, has long made the step out of scientific research laboratories into industrial...

Im Focus: Mimicking nature's cellular architectures via 3-D printing

Research offers new level of control over the structure of 3-D printed materials

Nature does amazing things with limited design materials. Grass, for example, can support its own weight, resist strong wind loads, and recover after being...

Im Focus: Three Magnetic States for Each Hole

Nanometer-scale magnetic perforated grids could create new possibilities for computing. Together with international colleagues, scientists from the Helmholtz Zentrum Dresden-Rossendorf (HZDR) have shown how a cobalt grid can be reliably programmed at room temperature. In addition they discovered that for every hole ("antidot") three magnetic states can be configured. The results have been published in the journal "Scientific Reports".

Physicist Dr. Rantej Bali from the HZDR, together with scientists from Singapore and Australia, designed a special grid structure in a thin layer of cobalt in...

All Focus news of the innovation-report >>>

Anzeige

Anzeige

Event News

Booth and panel discussion – The Lindau Nobel Laureate Meetings at the AAAS 2017 Annual Meeting

13.02.2017 | Event News

Complex Loading versus Hidden Reserves

10.02.2017 | Event News

International Conference on Crystal Growth in Freiburg

09.02.2017 | Event News

 
Latest News

Stingless bees have their nests protected by soldiers

24.02.2017 | Life Sciences

New risk factors for anxiety disorders

24.02.2017 | Life Sciences

MWC 2017: 5G Capital Berlin

24.02.2017 | Trade Fair News

VideoLinks
B2B-VideoLinks
More VideoLinks >>>