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Some Blog Articles
Auditory Working Memory
Autobiographical Memory
Automatic Learning in the Cerebellum
'Choking' Under Stress
False Memory
Gender Differences in
Emotional Learning & Memory
Humor & Memory Strategies
In Praise of Automaticity
Math Facts
Mind Games Harder
for Kids
More Visual Learning, or How to Avoid Failure in the
First Grade
Music Helps Memory for Words
Neurolearning Epiphany
Personal Memory
Space Blindness
Tape Loop or Visual Sketch Pad?
Visual Memory Problems &
Underachievement
Visual Memory & Spelling
in Dyslexia
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A student's memory preference may be one of her most important tools for learning, but surprisingly few people know about what memory strengths or weaknesses they have.
Memory weaknesses are commonly misdiagnosed as attention problems because people are more likely to assume that a student wasn't paying attention, than that she really forgot.
Memory for short-term information (like notes you're trying to write down in class or a telephone number) is often referred to as working memory, while the more permanent types of memory are what's known as long-term memory.
Limited working memory is quite common in people of all ages, and particularly young children. With a limited working memory span, it becomes very important how information is presented and how much information can be taken in at once.
People with limit working memory - often want to slow down when they're taking in information - otherwise they'll become overloaded. It's important to realize, though, a short working memory span does not mean a poor memory or intellectual ability in general. You can be limited in how much information you can take in at one time, but you can also be very strong at holding onto information that gets in, and strong too at organizing, analyzing, or applying it, or other higher level thinking skills.
Long-term memories are also stored in different ways, and many people have preferences for how they like to hold onto information. These stable memory systems include personal or autobiographical memory, impersonal or rule-based memory, sensory-motor memory (including memories from the five senses - sight, sound, touch, smell, taste), word and story memory, musical memory, and memory for actions or procedures. When a student has a particular problem with memory, then it becomes very important to see which other pathways are strong, so that lessons and learning can be effectively directed through the strongest route.
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