Intro to Assessment: Working Memory
Working Memory (sometimes called short term memory) skills are another common area assessed during a psychoeducational evaluation. For more info on other areas, check my last few posts!
What is it?
Our understanding of “memory” tends to focus on the things we remember from a long time ago, such as fun things in our lives or things that we’ve been through that were challenging. Working Memory is a different type of memory that deals with our immediate ability to remember or “hold information in mind.” The words are sometimes used interchangeably with “short term memory” for that reason, though they are a little bit different. Working Memory is a part of short-term memory that allows our brain to hold onto/work with small bits of information for a brief period of time so we can either work with it or connect it with other important information. Working memory is our mental sketchpad.
As adults, we can all relate to forgetting something at the grocery store, drawing a blank on someone’s name after they just shared it, or repeating a phone number in your head before saving it in your contacts. Unlike long term memories that are stored in infinite amounts and retrieved from our brain often when we are not even trying, Working Memory is relatively short (usually up to about 30 seconds). If long term memory is our brain’s infinite collection of “files in our file cabinets,” short-term working memory is our brain’s “sticky note.”
Working Memory is one of our executive functions, and there is no single brain area responsible for it. Instead, there are many parts of the brain that are important to our ability to “work with and move on” or “repeat and store” the information we keep on those mental sticky notes. While research shows that working memory capacity can be anywhere from 5-9 bits of information, this can range based on development, brain strengths and weaknesses, as well as the size/capacity/importance of the information.
Working memory skills are used all day long at school and home; they are necessary when one has to recall steps of a math problem, follow multi-step instructions, recall/sequence words when reading, and condense ideas in writing. “Sticky note brain” is important for understanding instructions like, “Turn to page 55 in your math book and complete problems 1-10,” and “Please go upstairs and get your laundry, put away your shoes, and empty the trash.” Our brains can’t store everything, so if something isn’t as important in the long term, we move on from it quickly (we either work with it right then or we move on).
Auditory (heard) and visual (seen) working memory can be thought of as our ability to attend to and briefly follow sequences or instructions. While Fluid Reasoning taps into our ability to efficiently problem solve information by analyzing visual or language-based patterns, Working Memory is about how well one can briefly hold and work with the information you are using to problem solve. Therefore, Working Memory can impact how fluid your thinking/problem solving can be. For example, one may know exactly how to complete a math problem using the steps they were taught, but they may make more inattentive errors because they can’t hold the numbers in their mind, put them in order, or recall specific instructions while working. This is why some individuals may excel at something in isolation (like reading words, completing a single math problem), but struggle to put all the steps together to apply those skills on a larger scale (like reading a passage or understanding a multi-step math word problem). There are other factors that can influence someone’s performance on working memory tasks, including executive functioning skills, learning disorders, visual acuity, impulsivity, anxiety, fine motor speed, auditory or language processing weaknesses, as well as other aspects of cognitive functions, including processing speed or visual spatial skills.
What do Working Memory scores in the “Average” range mean?
If one performs in the Average range, this demonstrates evidence that they have developmentally typical abilities to attend to, hold, and follow-through on tasks in an efficient and accurate manner. They can sustain focus and capacity enough to perceive, briefly hold, and then execute instructions/sequences when compared to other kids their age. These skills contribute to their ability to independently complete tasks in class and during tests (especially when under pressure). When Working Memory skills are consistent with their other strengths and cognitive skills, these individuals generally have the capacity to learn efficiently and can demonstrate their skills when engaging in both auditory and visual tasks in the moment. They can also store appropriate information into their long-term memory (know what “sticky notes” are important enough to repeat and store) and complete homework efficiently.
What do Working Memory scores in the High Average, Very High, or Extremely High range mean?
High Working Memory performance scores mean that someone can integrate more complex bits of information - their “sketch pad” or “sticky note” is capable of handling a lot of information in a complex way. They have a unique ability to both store and control many bits of information at a time. They are likely recognized as being detailed and able to work efficiently and accurately. They may also excel in quantitative reasoning or mental math/problem solving. One may show preference and enjoyment for these tasks, particularly at an early age. If someone has strong working memory capacity, they likely also have high executive control. This means they may be able to focus or shift their focus to several details at once or they may inhibit interference/hyperfocus while engaged. Often, high working memory thinkers have a strong desire to complete tasks accurately. They can also become rigid if someone attempts to interfere when they are sequencing/working through a sequence in their brain. If stopped prior to finishing, they may become frustrated or need time to transition. Individuals who are good with competing mental problem solving with high working memory may not like to “show their work,” because their brain is storing and working with lots of information rapidly, making it hard to slow down and explain to others.
What do Working Memory scores in the Low Average, Very Low, or Extremely Low range mean?
Lower Working Memory skills (particularly in comparison to our other thinking strengths) indicate difficulties with one’s ability to attend and follow-through. They may struggle with multi-step instructions, make errors, or miss parts of straightforward or routine requests. It can be frustrating for someone with working memory difficulties, as well as for their adults, because they may struggle to follow through from start to finish. Lower skills in this area can also lead to difficulties with any task that requires “juggling” of bits of information, such as math problem solving, long-division, reading comprehension, sequencing ideas in writing, or science. This can be an individual who, without skill building, may struggle to execute higher order or layering tasks (a multi-step problem, reading comprehension/inferences), particularly when details matter or when under pressure to perform. While it does not mean someone cannot listen or activate their skills, they likely need support to build their capacity to work with smaller bits of information at a time. They may need additional skill building, support, or accommodations during instructional periods, independent work times, tests, or during big executive functioning heavy transitions (the “learning to read” to “reading to learn” shift in third grade, middle school to high school, homework changes, etc.).
Weak working memory should always be assessed alongside other learning-based weaknesses, particularly if one struggles with consistently following instructions, errors, mathematics concepts and procedures, or reading. Many neurodevelopmental disorders, such as ADHD, Specific Learning Disorders, and mental health diagnoses such as anxiety or depression can impact working memory.
Our last foray into intellectual functioning is Processing Speed! Stay tuned for more info on demystifying the testing process.
Sources:
Cowan N. Working Memory Underpins Cognitive Development, Learning, and Education. (2014). Educ Psychol Rev, 2 (197-223). doi: 10.1007/s10648-013-9246-y. PMID: 25346585; PMCID: PMC4207727.
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
Ayearst, L. E., & Bagby, R. M. (2010). Evaluating the psychometric properties of psychological measures. In M. M. Antony & D. H. Barlow (Eds.), Handbook of assessment and treatment planning for psychological disorders (pp. 23–61). New York, NY: The Guilford Press.
Groth-Marnat, G., & Wright, A. J. (2016). Handbook of psychological assessment (6th ed.). John Wiley & Sons.
