Year: 2023 | Month: October-December | Volume: 7 | Issue: 4 | Pages: 52-61
DOI: https://doi.org/10.52403/gijash.20230407
Working Memory Impairment on Underage Students: A Critical Discussion of How It Interferes with Their Learning Procedure and Ways It Can Be Addressed
Athanasios Ganotis1, Penelope Louka2, Georgios Pilafas3
1Student, School of Psychology, University of Derby (UK) at Mediterranean College campus, Athens, Greece
2Head of School of Psychology, Mediterranean College campus, Athens, Greece
3Programme Leader ‘BSc (Hons) in Applied Psychology, University of Derby (UK) at Mediterranean College campus, Athens, Greece
Corresponding Author: Athanasios Ganotis
ABSTRACT
This critical discussion examines the impact of working memory (WM) deficits on underage students' learning process. WM, a key executive function, plays a vital role in information storage and processing, stimulus filtering, and cognitive tasks facilitation. Approximately 10% of the general population and a significant portion of students with learning disabilities exhibit poor WM performance. This paper explores the effects of WM impairment on students and suggests strategies to address these challenges. Poor WM performance hinders students' focus, learning, and engagement in complex tasks. Stigma from peers and teachers exacerbates these difficulties. The essay proposes practical interventions such as screening tools for identifying WM impairments, task modification to reduce cognitive load, visual cues and graphic organizers, cognitive training programs, self-advocacy development, and the "Memory Mates" intervention utilizing visual prompts. These strategies aim to support students with WM deficits and enable them to overcome learning difficulties. However, further research is necessary to validate the efficacy and implementation of these interventions. By employing these strategies, educators can effectively assist underage students with WM deficits and help them achieve their full potential in the classroom
Keywords: working memory, WM, learning difficulties, cognitive load, visual cues, interventions, underage students
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