Factors of Learners’ and Adults’ Working Memory

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Introduction

All individuals are exposed to vast amounts of information simultaneously, obligating them to occasionally retrieve and compute details from their memory to operate efficiently and deliver on tasks. As a result, the human brain is wired to allow individuals access to bits of information in between their short-term and long-term memories more efficiently. Working memory will enable individuals to use this information for a short period while working on something else. However, several factors in peoples’ and learners’ internal and external environments can interfere with working memory. Thus, adopting multi-sensory learning approaches and enhancing individuals’ working memory capacity using physical therapy and technological solutions is crucial.

Working Memory and Its Importance in Learning

Humans can control their actions and react to their environment because of their ability to store and occasionally retrieve information from their minds. However, memory is categorized into short-term, long-term, and working memories. An individual’s working memory refers to their ability to access and manipulate bits of data in their mind for a short period (Baddeley, 2020). This ability plays a critical role in learning by allowing encoding, storage, and systematic retrieval of information to execute specific tasks and achieve particular purposes. A person’s working memory is linked to academic strengths, mental health, and cognitive abilities. Thus, working memory capacity determines proficiency in specific areas and critical thinking.

Factors that Interfere with Working Memory

Attention and distractibility are the two most notable elements that interfere with working memory. Attention is an individual’s ability to focus on a particular task. It enables a person to choose and concentrate on pertinent information while discarding unnecessary information. Without attention, environmental data would not be encoded into working memory and would not be available for use in decision-making or future thought (Miller et al., 2018). Thus, working memory cannot function effectively without attention. Distractibility impairs a person’s ability to concentrate on a particular task or information. An easily distracted person may have trouble storing and maintaining data in their working memory (Chai et al., 2018). Additionally, if someone is regularly interrupted while working on a task, they could find it challenging to do it properly and efficiently.

The capacity of a person’s working memory tends to decrease with age, depending on various factors. Particularly, the accumulation of neurological damage over time and changes in brain structure and functions facilitate this decline. However, reduced capacity can result from cognitive diseases and conditions that interfere with memory (Baddeley, 2020). Subsequently, adult learners may face challenges in multitasking and deal with issues associated with diminished memory. An individual’s emotions and feelings of stress, depression, and anxiety can also interfere with working memory by influencing attention span.

Lifestyle habits and quality of life can interfere with working memory as they may promote or impede its functioning. For example, students and elderly individuals with disrupted sleeping patterns may experience issues with their working memory. Additionally, poor dieting, the lack of exercise and insufficient physical activities can expose individuals to factors that inhibit their working memory (D’Esposito & Postle, 2015). Moreover, drug and alcohol abuse impacts neurons in the brain and affects working memory. Thus, engaging in unhealthy habits and ignoring personal care practices can negatively affect working memory capacity.

The Essence of Multi-sensory Learning on Working Memory

Multi-sensory learning is an approach to delivering learning instruction by targeting different senses, including visual and kinesthetic. Teachers use several strategies to integrate multi-sensory learning into their practice. However, visual aids offer the most effective and efficient solution due to their accessibility. For example, some educators use videos and pictures with verbal information to make content more memorable. Others use charts and tables to convey information differently and help students integrate values (Cosentino, 2021). Visual aids support working memory by reducing cognitive workload and facilitating better information processing. Additionally, they assist individuals in organizing information in a way that is easier for them to understand. Thus, visual aids play a vital role in memory and recall.

, and auditory channels to enhance learning. According to Cosentino (2021), using several senses helps improve working memory by giving the brain extra access points to absorb information. For instance, hearing and seeing a word written down can strengthen the memory of that word, increasing the likelihood that a learner will recall it (Rao, 2019). Additionally, using several senses to make the material more relevant can increase retention. Subsequently, educators can use multi-sensory learning techniques to engage students with unique abilities and those responsive to different learning styles. Thus, incorporating multi-sensory learning techniques in education can benefit students.

Strategies to Adopt Multi-Sensory Learning in Teaching

Teachers use several strategies to integrate multi-sensory learning into their practice. However, visual aids offer the most effective and efficient solution due to their accessibility. For example, some educators use videos and pictures with verbal information to make content more memorable. Others use charts and tables to convey information differently and help students integrate values (Cosentino, 2021). Visual aids support working memory by reducing cognitive workload and facilitating better information processing. Additionally, they assist individuals in organizing information in a way that is easier for them to understand. Thus, visual aids play a vital role in memory and recall.

Strategies for Using Multi-Sensory Learning in Teaching Methods

Auditory and kinesthetic aids in multi-sensory learning are tools used to improve memory and information retention. Auditory aids encompass using music and sound in the form of recordings, rhymes, spoken instructions, and educational songs. On the other hand, kinesthetic aids take advantage of hands-on learning approaches such as simulations and experiments to enhance retention and memory (Rao, 2019). These techniques allow students to simultaneously engage multiple senses, thus increasing their ability to store and recall information. In addition, the solutions encourage learners to foster bonds and strong connections with learning materials, increasing their enthusiasm to learn.

Physical Therapy in Improving Working Memory

Physical therapy focuses on diagnosing, treating, and managing physical ailments, pain, and associated disabilities. Physical therapists work with patients to improve mobility, reduce pain, prevent injuries, and enhance bodily functions (Diamond & Ling, 2020). However, physical therapy improves working memory by improving blood flow into the brain and facilitating the growth of neurons. Moreover, physical therapy improves balance, coordination, and cognitive functions and reduces stress and anxiety, thus improving individuals’ performance in working memory tasks.

The Relationship between Technology and Working Memory

Technological devices have positive and negative implications on working memory, depending on their use. Technological solutions in classrooms provide access to a wealth of information and can guide students in self-learning and research (Huang, 2019). On the other hand, electronic gadgets can distract students and inhibit their focus on the study content. Moreover, overuse and overdependence on technology can limit students from developing critical skills and lead to an inability to interpret information from the environment. Therefore, educators should take the initiative to control technology use in class and ensure positive outcomes.

Strategies to Ensure the Effectiveness of Technological Solutions

Students in today’s educational environments are exposed to numerous technological solutions that maximize learning efficiency. Thus, it is advisable to manage the potential setbacks of technology instead of limiting its use. Educators should establish clear guidelines, rules, and standards to benefit classroom electronic devices (Huang, 2019). For example, they should not allow access to particular sites and set up firewalls to block social networks. Additionally, teachers can inform their students of the negative implications of inappropriate technology use and enlighten them on the benefits of appropriate use. Guiding students to balance technology use and adopt recommended approaches can help them improve their skills and contribute to increasing the capacity of their working memory (Huang, 2019). Hence, the strategies mentioned above can assist educators in achieving their goals.

Conclusion and Key Takeaway

Working memory describes individuals’ capacity to access and retrieve information from their minds for short periods. Working memory is critical in learning and multitasking. However, attention, distractibility, age, health, fitness, lifestyle behaviors, and physical environments can affect working memory. However, educators can adopt various strategies, including using multi-sensory learning approaches, physical therapy, and physical activity exercises to enhance their learners; working memory. Nevertheless, it is advisable to consider the implications of technology use on working memory to encourage appropriate and beneficial classroom incorporation. Teachers are responsible for establishing guidelines for adopting technology in institutions and educating students on how to reap the most benefits.

References

Baddeley, A. (2020). Working memory. In Memory (pp. 71-111). Routledge.

Chai, W. J., Abd Hamid, A. I., & Abdullah, J. M. (2018). Working memory from the psychological and neurosciences perspectives: A review. Frontiers in Psychology, 9, 401. Web.

Cosentino, G. (2021). Exploring Multi-Sensory Interaction to Enhance Children’Learning Experience. In Interaction Design and Children (pp. 644-647). Web.

D’Esposito, M., & Postle, B. R. (2015). The cognitive neuroscience of working memory. Annual review of psychology, 66, 115-142. Web.

Diamond, A., & Ling, D. S. (2020). Review of the evidence on, and fundamental questions about, efforts to improve executive functions, including working memory. In J. M. Novick, M. F. Bunting, M. R. Dougherty, & R. W. Engle (Eds.), Cognitive and working memory training: Perspectives from psychology, neuroscience, and human development (pp. 143–431). Oxford University Press.

Huang, R. (2019). Educational technology a primer for the 21st century. Springer Nature Singapore Pte.

Miller, E. K., Lundqvist, M., & Bastos, A. M. (2018). Working Memory 2.0. Neuron, 100(2), 463-475. Web.

Rao, A. R. (2019). A computational model of multi-sensory perception and its application to investigating the controversy around learning styles. In 2019 International Joint Conference on Neural Networks (IJCNN) (pp. 1-8). IEEE. Web.

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