The Working Memory
The Working Memory
Faith MacDonald
COM/156
02/10/2013
Alletha Saunders
Imagine being a child sitting in a classroom, you have trouble concentrating, you cannot focus, there is too much background noise, you cannot seem to sit still, the teacher wants you to focus on your work and get it done. This is the life of a child with Attention Deficit Hyperactivity Disorder (ADHD), and it can be frustrating for both teacher and child. Children with ADHD often have trouble with their working memory, which in turn causes problems when they try to sit still and focus on completing a simple task. According to cogmed.com, “Working memory is the cognitive function responsible for keeping information online, manipulating it, and using it in your thinking.” The working memory is an important function in the brain, and if it is not working properly then it can cause major problems for a person. The working memory directly affects children with ADHD, by retraining the working memory, children with ADHD can learn to focus and process information more accurately. The working memory works with our short term memory and controls two different subsystems in our brains which are central executive and Visuo-Spatial Sketch Pad. “The Visuo-Spatial Sketch Pad stores and processes information in a visual or spatial form” (simplypsychology.org). The central executive is the overseer of the whole system and hands out data to both the Visuo-Spatial Sketch Pad and the phonological loop (the part of the brain that memorizes things such as phone numbers) while dealing with smaller things such as problem solving. Visuo-Spatial Sketch Pad stores information in a visual form. To understand the basic idea of how these all work I will compare the central executive as the coach of a basketball team, the Visuo-Spatial Sketch Pad and the phonological loop are the players on the team. The coach’s job is to direct the players and give them guidance on how to get the job done while it is the
Faith MacDonald
COM/156
02/10/2013
Alletha Saunders
Imagine being a child sitting in a classroom, you have trouble concentrating, you cannot focus, there is too much background noise, you cannot seem to sit still, the teacher wants you to focus on your work and get it done. This is the life of a child with Attention Deficit Hyperactivity Disorder (ADHD), and it can be frustrating for both teacher and child. Children with ADHD often have trouble with their working memory, which in turn causes problems when they try to sit still and focus on completing a simple task. According to cogmed.com, “Working memory is the cognitive function responsible for keeping information online, manipulating it, and using it in your thinking.” The working memory is an important function in the brain, and if it is not working properly then it can cause major problems for a person. The working memory directly affects children with ADHD, by retraining the working memory, children with ADHD can learn to focus and process information more accurately. The working memory works with our short term memory and controls two different subsystems in our brains which are central executive and Visuo-Spatial Sketch Pad. “The Visuo-Spatial Sketch Pad stores and processes information in a visual or spatial form” (simplypsychology.org). The central executive is the overseer of the whole system and hands out data to both the Visuo-Spatial Sketch Pad and the phonological loop (the part of the brain that memorizes things such as phone numbers) while dealing with smaller things such as problem solving. Visuo-Spatial Sketch Pad stores information in a visual form. To understand the basic idea of how these all work I will compare the central executive as the coach of a basketball team, the Visuo-Spatial Sketch Pad and the phonological loop are the players on the team. The coach’s job is to direct the players and give them guidance on how to get the job done while it is the
References: Söderqvist, S., Nutley, S., Peyrard-Janvid, M., Matsson, H., Humphreys, K., Kere, J., &Klingberg, T. (2012). Dopamine, working memory, and training induced plasticity: Implications for developmental research. Developmental Psychology, 48(3), 836-843. doi:10.1037/a0026179 retrieved from http://web.ebscohost.com.ezproxy.apollolibrary.com/ehost/detail?vid=5&sid=95e353a1-03b74100a84b05538efc62e1%40sessionmgr111&hid=126&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=pdh&AN=2011-26494-001 Alloway, T., Gathercole, S., & Elliott, J. (2010). Examining the link between working memory behaviour and academic attainment in children with ADHD. Developmental Medicine And Child Neurology, 52(7), 632-636. Doi:10.1111/j.1469-8749.2009.03603.x retrieved from http://web.ebscohost.com.ezproxy.apollolibrary.com/ehost/detail?vid=7&sid=95e353a1-03b74100a84b05538efc62e1%40sessionmgr111&hid=126&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=mnh&AN=20163434 Training, stimulants improve WM in ADHD children. (2009). Brown University Child & Adolescent Psychopharmacology Update, 11(10), 5. retrieved from http://web.ebscohost.com.ezproxy.apollolibrary.com/ehost/detail?vid=9&sid=95e353a1-03b7-4100a84b05538efc62e1%40sessionmgr111&hid=126&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=44347914 http://cogmed.com/how-it-works