1. Working Memory: Is it the New IQ? Dr Tracy Packiam Alloway Director of the Centre for Memory & Learning in the Lifespan University of Stirling, UK www.tracyalloway.com

2. Overview What is working memory? HOW is working memory different from IQ? Environmental factors Learning: Typical development Developmental disorders Cognitive training

3. Working Memory Key features: Mental workspace to remember and work with information Limited in capacity Catastrophic loss

4. Example 23 X 3 23 x 37 23 x 7 = 161 23 x 30 =

5. Measuring working memory Behavior: Working Memory Rating Scale http://www.pearson-uk.com/WMRS Cognitive Automated Working Memory Assessment http://www.pearson-uk.com/AWMA

6. Screening tools Classroom behavior: Working Memory Rating Scale Harcourt/Pearson Education Standardized for 5 – 11 years Developing WMRS for 12 -16 and for parents www.pearson-uk.com/WMRS

7. Screening tools Based on interviews with teachers 20 items Not typical at all; Occasionally; Fairly typical; Very typical Abandons activities before completion Incorrectly repeats the same response, for example by writing the same word twice in a sentence www.pearson-uk.com/WMRS

8. Screening tools Cognitive : Automated Working Memory Assessment Harcourt/Pearson Education First standardised tool for educators to screen for working memory impairments Translated in over 15 languages www.pearson-uk.com/AWMA

9. The AWMA The AWMA is standardized for 4-22 years. Screener: 5-7 minutes 2 tests Short version: 10-15 minutes 4 tests Long version: 40 minutes 12 tests www.pearson-uk.com/AWMA

10. Tests Verbal short-term Digit recall Word recall Nonword recall Visuo-spatial short-term Dot matrix Mazes memory Block recall Verbal working memory Listening recall Counting recall Backward digit recall Visuo-spatial working memory Odd one out Mister X Spatial recall www.pearson-uk.com/AWMA

11. Verbal short-term memory: Digit recall 839251 www.pearson-uk.com/AWMA

12. false eggs, teeth Verbal working memory: Listening recall “chairs lay eggs “ “bananas have teeth” www.pearson-uk.com/AWMA

13. Visual-spatial short-term Visual-spatial short-term: Dot matrix www.pearson-uk.com/AWMA

14. Visual-spatial working memory: Spatial recall Same/ different www.pearson-uk.com/AWMA

16. This graph indicates whether Jack is at risk for working memory problems. The grey shaded area represents average or typical performance for this age group. The blue area represents Jack's working memory profile. www.pearson-uk.com/AWMA

17. Learning profile Verbal short-term memory Jack’s performance in the area of verbal short- term memory skills is below average compared to the peers in the same age-group. The scores indicate that Jack is likely to have specific impairments in language learning, and would acquire new vocabulary items at a much slower rate than the peers in the same age-group. www.pearson-uk.com/AWMA

18. Working memory capacity increases steadily with age between 4 and 16 years Increases as we get older: Greatest growth in childhood WM growth is like dog years: 1 year of growth in childhood = 10 years of growth in adulthood Development of WM

19. Working Memory: Lifespan

20. Working memory capacity increases steadily with age between 4 and 18 years Large degree of individual variation in working memory capacity at each age Development of WM

21. Working memory varies at each age 1 2 3 4 456789 10 Age in years Alloway & Gathercole (2006) Educational Research and Reviews

22. 4 year old in a class of 7 year olds

23. Working memory varies at each age 1 2 3 4 456789 10 Age in years Alloway & Gathercole (2006) Educational Research and Reviews

24. Working Memory & Environment Pre-school experiences  Alloway et al (2005) British J. of Developmental Psychology Mother’s education level High school drop-out University degree UK, USA, & Europe  Alloway et al (2004) J. of Experimental Child Psychology www.tracyalloway.com

25. Working Memory & Environment Economically deprived areas in Brazil www.tracyalloway.com

26. Working Memory & Environment Wealthy areas in Brazil www.tracyalloway.com

27. Working Memory & Environment Pre-school experiences Mother’s education level Low-income vs. high-income families IQ & working memory: Brazil Cultural background Luxembourg The Netherlands www.tracyalloway.com

28. Working Memory & Environment Pure measure of learning ability Measures potential to learning Not what we have already learned www.tracyalloway.com

29. WM & Learning Is it more important than IQ in learning? Typically developing children Developmental disorders Learning difficulties Developmental Coordination Disorder ADHD

30. WM at school entry: 5 yrs Assessed at school entry within the first 6 weeks Verbal working memory ⇨ Reading, Writing & Math IQ DID NOT predict learning Alloway et al (2005) British Journal of Developmental Psychology

31. Learning 6 years later (11 yrs) READING SPELLING MATH IQ Working Memory 5 yrs Working Memory 11 yrs Alloway & Alloway (2008)

32. WM & Learning difficulties Alloway et al (2005) Educational & Child Psychology Verbal WMVerbal STMVS WM

33. Children with LD: 2 years later Verbal working memory IQ scores Learning T2 English Maths Alloway (2009), European Journal of Psychological Assessment Learning T1

34. WM & Learning difficulties If a child has a working memory impairment, they will; Have perform poorly in all areas of learning Only 2% had SS >96 in reading & maths Have low self-confidence Lose motivation Continue struggling throughout their academic career Similar patterns in Dutch sample Alloway et al (2009) Child Development

35. WM & DCD Labels Developmental Coordination Disorder (DCD) Clumsy Child Syndrome Gross motor skills (large movements): Poor balance: Riding a bicycle Poor hand-eye co-ordination: Catching a ball & batting Fine motor skills (small movements): Lack of manual dexterity: cutlery, craft work, musical instruments Poor manipulative skills: Typing, handwriting and drawing Prevalence 6% of school children, More males than females affected Alloway (2006) Working Memory in Neurodevelopmental Disorders

36. WM & DCD Alloway (2007) JECP

37. WM & DCD Struggle with visual-spatial memory tasks Difficulties with movement planning: mentally rotating objects and tracking movement. They also perform poorly as a result of the combined processing and storage demands of these tasks. Distinct memory profile from those with learning difficulties Alloway & Temple (2007) Applied Cognitive Psychology

38. WM & DCD: Learning Motor skills or Working Memory = Learning difficulties? Two groups: High Visual-Spatial Memory Low Visual-Spatial Memory Motor skills: Both groups will have low learning scores Working Memory: Low VS Memory group will have lower learning scores Low Visual-Spatial Memory group performed worse in Reading & Math Even after accounting for IQ Alloway (2007) JECP

39. Dyspraxia: Intervention Learning Motor skills Intervention: Exercise Alloway & Warner (2008) Perceptual & Motor skills Working memory

40. WM & ADHD Characteristics: inattention, hyperactivity and impulsivity Trouble focusing, easily distracted, trouble staying still, frequently unable to control impulsive behaviour Must be more frequent than their peers and evident in 2 or more settings (school & home) Prevalence 3-7% of school children More males than females (between 5 – 11 years)

41. WM & ADHD Visuo-spatial working memory: Best single predictor of ADHD out of other EF measures Linked to learning difficulties independent of IQ

42. WM & ADHD

43. Cognitive training Plasticity Evidence that working memory improves Transfer to learning? Training for the test Just improving attention/focus Specific versus general skills for learning www.tracyalloway.com

44. http://www.junglememory.com

45. Cognitive training Alloway (in press) PATOSS

46. Working Memory: The New IQ? #1 predictor of academic success Measures fluid not crystallized cognitive skills Children don’t fail because they can’t understand, or haven’t acquired crucial knowledge Independent of SES factors www.tracyalloway.com

47. Thank you! www.tracyalloway.com www.tracyalloway.com t.p.alloway@stir.ac.uk