Memory Mates: A Classroom-Based Intervention to Improve Attention and Working Memory

Abstract

A small-scale research study was undertaken to identify the impact of attention and working memory (WM) strategies for one Year 3 class over four lessons. A selection of eight strategies was embedded in everyday mathematics lessons, and the class teacher was supported to adjust lesson delivery and monitor students experiencing WM overload. Explicit student and teacher instruction was provided to learn how to understand and apply the strategies during lessons. The goals of this research were to increase teacher expertise in teaching strategies to improve WM and to encourage students to practise and self-monitor strategy use. Students' academic engagement rose to 100% and all students increased their academic achievement outcomes.The research relating to the relationship between working memory (WM) and academic achievement continues to develop. Although the conceptual understanding of WM is not new (Baddeley, 2003;Baddeley & Hitch, 1974), it has only recently been applied to classroom settings. WM refers to the ability to hold and manipulate information over short periods of time .

A Pilot Classroom-Based Study of Attention and Working Memory Strategies for Primary-Aged Students

“…To date, the studies by Davis et al (2014) and Elliott et al (2010) are the only published classroom studies. In addition, the present research was completed with normally developing students, whereas in the previous two articles, all students had working memory difficulties.…”

Memory Mates: An Evaluation of a Classroom-Based, Student-Focused Working Memory Intervention

“…Conjecture remains over whether working memory interventions result in an increase in working memory capacity, or whether interventions lead to improvements in a student's effectiveness at using their working memory capacity. Better use of capacity is evidenced by students' use of newly taught strategies and skills, and also by their more frequent use of existing strategies, in part by being reminded of them and encouraged to use them, particularly by their teachers and peers (Davis et al, 2014;Tidwell, Dougherty, Chrabaszcz, Thomas, & Mendoza, 2014). Further, it is possible that the capacity and strategy use are closely linked, perhaps with greater successful strategy use leading to increased capacity; however, there is no research confirming this prediction.…”

Working Memory Interventions With Children: Classrooms or Computers?

“…Gathercole describes working memory as ‘several interacting subsystems that include specialised stores for verbal and visuo-spatial material, and an attentional component that controls activity within working memory’ (2008, p. 382). Although working memory is often presented as a cognitive capacity that has attentional components, it can also be conceptualised as an observable set of skills or strategies used by students to ensure effective cognitive and academic functioning (Davis, Sheldon, & Colmar, 2014; Gathercole, 2015). A working memory index has featured in both the Wechsler Intelligence Scale for Children — Fourth Edition (WISC–IV) and the new WISC–V, acknowledging the important role of working memory as part of cognitive functioning.…”

“…Students may be able to make greater gains in their working memory capacity and use their working memory skills more often and with greater and broader facility by following a specific classroom-integrated intervention program targeted directly at the students, facilitating their independent use of and ownership of the strategies. Recently, Colmar and colleagues (Colmar et al, 2016; Davis et al, 2014; Sheldon, Davis, & Colmar, 2015) developed a unique classroom-based working memory intervention called Memory Mates that addresses the two classroom-oriented approaches simultaneously: (1) training the teacher to become aware of and to provide adjustments to facilitate students’ attention and working memory, and (2) providing the students individually with strategies to use independently to manage attention and working memory difficulties.…”

“…In an initial article involving targeted students within one class, major improvements in engagement were observed, with positive feedback from the teacher, and this research work assisted in the further development of the specific strategies (Davis et al, 2014).…”