One of the most important, yet often invisible, factors in learning is working memory. It plays a central role in how we understand information, follow instructions, solve problems, and make sense of what we read or hear.

Researchers describe working memory this way:

“Working memory is the retention of a small amount of information in a readily accessible form, which facilitates planning, comprehension, reasoning, and problem-solving. When we talk of working memory, we often include not only the memory itself, but also the executive control skills that are used to manage information in working memory and the cognitive processing of information.

Theoretically, there is still uncertainty about the basic limitations on working memory: are they limitations on concurrent holding capacity, mnemonic processing speed, duration of retention of information before it decays, or just the same sorts of interference properties that apply to long-term memory? While these basic issues are debated and empirical investigations continue, there is much greater agreement about what results are obtained in particular test circumstances…

For learning and education, it is important to take into account the basic principles of cognitive development and cognitive psychology, adjusting the materials to the working memory capabilities of the learner. It is possible to monitor performance and keep in mind that failure could be due to working memory limitations, adjusting the presentation accordingly. Keeping in mind the limitations of working memory of listeners and readers could easily help to improve one’s lecturing and writing styles.”
— Educational Psychology Review (2014)

For those of us working with struggling learners, this description resonates deeply. Working memory can be thought of as the mental workspace of the brain. It allows a learner to hold pieces of information long enough to use them—whether that means remembering the beginning of a sentence while finishing the end, holding a math problem in mind while calculating the answer, or following a set of spoken directions.

But this workspace is limited.

When too much information must be held at once, or when the information moves too quickly, the system can become overloaded. When that happens, the learner may appear inattentive, confused, or unable to follow along—even when they are trying very hard.

For educators and parents, this insight is important. Sometimes a student’s difficulty is not about motivation, effort, or intelligence. It may simply be that the demands placed on working memory exceed what the learner can comfortably manage in that moment.

When we recognize this, we can begin to make simple but powerful adjustments:

• breaking instructions into smaller parts
• slowing the pace of information
• presenting ideas visually as well as verbally
• reducing unnecessary cognitive load
• providing opportunities to revisit information

These kinds of adjustments do not change the learner—they change the conditions under which learning takes place. And often, that small shift can make the difference between confusion and understanding.

Understanding working memory reminds us of an important principle: effective teaching is not only about what we present, but also how much information the mind can hold while learning takes place.

Citation
Cowan, N. (2014). Working Memory Underpins Cognitive Development, Learning, and Education. Educational Psychology Review, 26(2), 197–223. Published online December 3, 2013. https://doi.org/10.1007/s10648-013-9246-y