Working Memory & Attention - Take the Test

Persons with ADD experience many neurologically based memory and processing problems. Often, we correlate ADD with someone who is not paying attention and letting their thoughts drift. Parents will often tell me that if their son or daughter would try to pay attention, then they could. 

However, attention affects many executive functions that are required to perform in the classroom. One of the functions required in academics is working memory. A simplistic analogy of working memory is RAM memory of a computer. Working memory contains all of the step-by-step processes required to complete the task at hand. For example, working an algebra word problem requires the student to decipher the meaning of algebraic terms, use order of operations, remember multiplication facts and determine if the answer is a reasonable answer. All of this must be help in working memory while working the problem. 

If a student is working a problem while a teacher is lecturing, then they must also listen to the teacher and comprehend instructions while holding all of the previous information in working memory. Most students handle this task well, but a student with ADD is like having a blinking computer screen. They are getting snippets of each task, but can easily be frustrated. The information is on the screen, but the flashing of the screen, may make accessing the information difficult. Students often miss critical information and cannot understand key concepts. 

There are many strategies that a student can use to overcome working memory issues. The first is simply taking a tape recorder into the classroom.  Listening and taking notes using the tape recorder will allow student to “fill in the blanks.” A second strategy is to review material prior to going in to the classroom. Previewing material will provide students with some memory cues to assist the student to build on the known information. A third strategy is to paraphrase material to a teacher or parent. Rehearsing information provides an automaticity of information to allow students a more immediate recall of facts in order to utilize them during assessments. 

Students should use information gathering skills such as writing down key terms and points that are listed on the board prior to the lecture or wait until all directions are given before beginning a task. Pictures, charts and other visual cues are great environmental resources that assist student when learning new material. 

A test to determine working memory capacity is shown below. (Why not take it yourself? Do the results accord with your view of your own working memory?) A relationship between working memory and cognitive ability is not surprising, given how pervasively working memory affects a wide range of complex cognitive tasks, not all of them as mundane as figuring out a tip.

Working Memory Test:

Is   (5x3) + 4 = 17?       BOOK

Is   (6x2) – 3 = 8?         HOUSE

Is   (4x4) - 4 =12?        JACKET

Is   (3x7) + 6 = 27?       CAT

Is   (4 x 8) -2= 31?        PEN

Is   (9 x 2) +6 = 24?     WATER

Print the lines above on a blank sheet of paper. Fold the paper to show one line at a time.  For each line, determine whether the arithmetic is correct or not: say, out loud, “yes” or “no.” Then look at the word that follows the problem and memorize it. Move through each line quickly. After you have finished all the lines, try to recall the words in order. The number you get correct is an estimate of your working memory capacity. Very few people have a working memory as high as 6; the average is around 2 or 3. 

Once you complete this, hopefully you will have a better understanding about working memory. Also, try to do this while watching a football game on television. This would help you see how impaired working memory can be when a person has ADD.