Yes, there are at least two types of memory problems, working memory and long term memory. These can lead to difficulties in learning.
Working Memory
First off, working memory problems lead to learning challenges. The student may have less space in working memory for organizing and integrating new skills or knowledge. This affects their ability to follow directions, organize thoughts for speaking and writing, learn multi-step procedures, or to process information quickly. Teachers and parents may see gaps in skills and lack of self-confidence for learning new things. It is common for teachers and parents to assume the student is lazy or unmotivated. Meanwhile, the student feels inadequate and incompetent in their ability to learn. The student, parents, and teachers need to realize that once material is learned, they can show the age appropriate ability to recall it. When parents and teachers misinterpret the symptoms of a working memory problem, they may respond to students in ways that lead them to behave in disruptive ways. Therefore, this response can cause them to withdraw from others, refuse to learn new things, and dislike school.
Long-term Memory
Secondly, long-term memory problems affect how information is recalled, time it takes to recall information, or to remember things in the correct order or sequence. The student is disorganized, confused, or disoriented when presented with a series of directions or steps in learning new material. He/she may confuse the order of syllables in a word or phrase. It may be the case that the student knows what he/she wants to say, but cannot organize the ideas, find the right word, or communicate their thoughts clearly. This difficulty may affect speech and writing skills. Students with this problem may experience significant frustration in class or at home because they have major difficulties with communication. They may have difficulty completing tasks that require multiple steps. Math computation and problem solving may be especially difficult because they may take a procedure out of order, make a simple calculation error, or write the wrong answer down despite knowing how to solve the problem.
How is a memory problem diagnosed?
Psychologists or neuropsychologists diagnose memory problems. However, this does not mean that testing will require being put in an MRI machine. Simple tests of memory can be conducted to determine what type of problem exists.
What can be done to help someone who has a memory problem?
Short-term / Working memory
- Remember that the student can learn, it is just a matter of minimizing the demands on short-term memory.
- Ensure that the individual is attending to the task at hand.
- Help the individual make a connection with what they are learning to their prior experiences, emotions, or passions.
- Limit the amount of important information presented at one time. Instead of giving multi-step directions provide directions one step at a time.
- Use short, simple sentences when speaking to the student. Be sure to keep instructions at the student’s level of functioning.
- Present instruction verbally as well as visually. Match memory strengths to teaching style.
- Ask the student to put directions in his/her own words.
- Ask the student to repeat directions before beginning an assignment.
- Repeat directions as often as needed.
- Order directions or skills from simple to more complex.
- Provide hands-on experiences as much as possible.
- Expect that students with more severe deficits in memory will require 3 to 5 times as much practice and instruction.
- Practice new skills until they are automatic and students do not have to think about each step.
- Write directions down for older children. Use pictures demonstrating directions for younger children.
- Involve visual, auditory, and kinesthetic methods of learning simultaneously.
- Present information one step at a time. Then show the student how all the steps come together.
- Connect new concepts and knowledge to previous experiences.
- Use mnemonic aids and strategies for retention.
- Provide immediate feedback.
- Practice frequently. A little at a time, more often is better than one long session.
- When reviewing, use different strategies such as copying, writing from memory, sounding out, and/or guessing.
Long-term Memory
- Teach the student to identify the purpose of a task and use organizational skills to direct attention and focus.
- Sequence material from simple to more complex. Use mnemonic devices to help students keep information sequenced.
- Provide intensive review, repetition, and learning at each step.
- Provide frequent opportunities for practice and review. Practice frequently. A little at a time, more often is better than one long session.
- Review within a few hours of learning.
- Review previous information before each lesson.
- When reviewing, use different strategies such as copying, writing from memory, sounding out, and/or guessing.
- See what alternative strategies can be used to help someone with a long-term memory problem
- Limit the amount of significant information presented at one time, instead of giving multi-step directions. Provide directions one step at a time.
- Use color-coding schemes to highlight information or distinguish levels of importance.
- Use short, simple sentences when speaking to the student. Also, be sure to keep instructions at the student’s level of functioning.
- Use advanced organizers, like concept maps, anticipation guides, or outlines to direct student’s attention.
- The student needs to paraphrase what they are learning every few minutes (3-6 minutes) to determine if they are processing the information correctly.
Where can I find more information about memory problems related to learning?
LDA of Minnesota: http://www.ldaminnesota.org or 952-582-6000
National Center for Learning Disabilities: http://www.ncld.org/
Ld Online: www.ldonline.org search for memory deficits
Berninger, V. & Richards, T. (2002). Brain literacy for educators and psychologists. Academic Press:San Diego, CA.
Lyon, G., & Krasnegor, N. Ed. (2001). Attention memory and executive function. Paul H. Brookes Publishing Co. Baltimore, MD.
Understood: www.understood.org and search for memory problems