Working Memory: Neuro Normative and Neurodivergent Minds

Thursday, June 13, 2024.

Working memory, the brain's temporary storage system, is like a mental sticky note for tasks at hand.

It helps us hold and manipulate information for a short period, enabling us to perform complex cognitive tasks like learning, reasoning, and understanding.

However, working memory is not one-size-fits-all. Its capacity and efficiency can vary significantly between neurotypical and neurodiverse folks.

In this blog post, let’s consider some of these differences and discuss brain hacks and interventions.

What is Working Memory?

Working memory is essential for everyday functioning. It's the cognitive system responsible for temporarily holding and manipulating information. Imagine following a recipe without remembering the ingredients listed at the beginning. That's your working memory at work.

For most folks, this system operates seamlessly, but for others, particularly those who are neurodiverse, working memory can present unique challenges and strengths.

Working Memory in Neurotypical (Neuro-Normative) Minds

Neurotypical humans generally have a balanced working memory capacity, efficiently managing verbal and non-verbal tasks. This capacity supports a variety of everyday tasks:

Academic Performance: Neurotypical minds can easily follow multi-step instructions, solve complex problems, and comprehend reading material.

Attention and Focus: They can sustain attention on tasks without excessive distraction, thanks to a robust working memory.

Executive Functions: Planning, organizing, and executing tasks efficiently rely heavily on a well-functioning working memory.

Working Memory in Neurodiverse Minds

For neurodiverse folks, working memory can be a mixed bag of challenges and strengths. Let's delve into the specifics for different conditions.

ADHD (Attention Deficit Hyperactivity Disorder):

Challenges: Individuals with ADHD often struggle with working memory, making it hard to hold information, follow instructions, and stay organized.

Strengths: Despite these challenges, they often excel in creative problem-solving and improvisation.

Interventions and Brain Hacks:

Use Visual Aids: Visual reminders can help compensate for working memory deficits.

Break Tasks into Smaller Steps: Smaller, manageable steps make it easier to stay on track.

Incorporate Movement: Physical activity can help improve focus and working memory.

Autism Spectrum Disorder (ASD):

Challenges: Those with ASD might have uneven working memory capabilities, excelling in some areas while struggling in others.

Strengths: Many folks with ASD have exceptional skills in specific areas, like numerical sequences or pattern recognition.

Interventions and Brain Hacks:

Leverage Visual-Spatial Strengths: Utilize visual tools and structured tasks to play to their strengths.

Provide Clear, Structured Instructions: Consistency and structure can help manage working memory challenges.

Use Special Interests: Incorporate their interests into learning tasks to enhance engagement and memory.

Dyslexia:

Challenges: Dyslexics often have difficulties with phonological working memory, which affects their ability to process written and spoken language.

Strengths: They might have strong visual-spatial working memory, excelling in tasks requiring visual learning.

Interventions and Brain Hacks:

Multisensory Learning: Incorporate visual, auditory, and kinesthetic elements to enhance memory.

Technology Aids: Tools like text-to-speech software can assist with reading and comprehension.

Structured Phonics Programs: These programs can improve phonological processing and working memory.

Comparative Insights

Capacity and Efficiency

Neuro-Normative Minds: Generally exhibit balanced working memory capacity, efficiently handling both verbal and non-verbal tasks.

Neurodiverse Minds: Show more variability. For instance, someone with ADHD might have a reduced verbal working memory but excel at visual tasks.

Processing Speed

Neuro-Normative Minds: Typically maintain a consistent processing speed, allowing for quick manipulation of information.

Neurodiverse Minds: Conditions like ADHD and dyslexia can slow processing speed, but focused interests might yield rapid processing in specific contexts (e.g., intense interests in ASD).

Strategies for Support

Neurotypical Humans

Mnemonic Devices: These memory aids can enhance working memory by making information more memorable.

Practice Complex Tasks: Regularly engaging in challenging tasks can improve working memory capacity.

Neurodiverse Humans

ADHD:

Visual Aids: Use of visual reminders and cues.

Task Breakdown: Dividing tasks into smaller, more manageable steps.

Movement Integration: Incorporating physical activity to enhance focus.

ASD:

Visual-Spatial Tools: Leveraging strengths in visual memory.

Structured Instructions: Providing clear, consistent instructions.

Interest-Based Learning: Using special interests to engage and improve memory.

Dyslexia:

Multisensory Techniques: Combining visual, auditory, and kinesthetic learning methods.

Technology Assistance: Utilizing text-to-speech and other supportive technologies.

Structured Phonics: Implementing structured programs to improve phonological skills.

Final thoughts

We don’t talk enough about the differences in working memory between neurotypical and neurodiverse folks in American culture.

And yet, such a psychoeducational undertaking would help provide effective support.

While neuro-normative folks typically have a balanced working memory profile, the neurodiverse may exhibit significant variability with distinct strengths and weaknesses.

Our job as marriage and family therapists is to tailor strategies and interventions that leverage strengths and mitigate challenges, fostering better learning for couples and families across various contexts.

Be Well, Stay Kind, and Godspeed.

REFERENCES:

ADHD and Working Memory:

Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65-94. doi:10.1037/0033-2909.121.1.65

Rapport, M. D., Orban, S. A., Kofler, M. J., & Friedman, L. M. (2013). Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes. Clinical Psychology Review, 33(8), 1237-1252. doi:10.1016/j.cpr.2013.08.005

Autism Spectrum Disorder (ASD) and Working Memory:

Kenworthy, L., Yerys, B. E., Anthony, L. G., & Wallace, G. L. (2008). Understanding executive control in autism spectrum disorders in the lab and in the real world. Neuropsychology Review, 18(4), 320-338. doi:10.1007/s11065-008-9077-7

Russell, G., & Jarrold, C. (1999). Memory for actions in children with autism: Self versus other. Cognitive Neuropsychiatry, 4(4), 303-331. doi:10.1080/135468099396690

Dyslexia and Working Memory:

Swanson, H. L., & Siegel, L. (2001). Learning disabilities as a working memory deficit. Issues in Education: Contributions from Educational Psychology, 7(1), 1-48.

Smith-Spark, J. H., & Fisk, J. E. (2007). Working memory functioning in developmental dyslexia. Memory, 15(1), 34-56. doi:10.1080/09658210601043384

General Working Memory:

Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4(11), 417-423. doi:10.1016/S1364-6613(00)01538-2

Gathercole, S. E., & Alloway, T. P. (2008). Working memory and learning: A practical guide for teachers. Sage Publications.

Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4(11), 417-423. doi:10.1016/S1364-6613(00)01538-2

Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65-94. doi:10.1037/0033-2909.121.1.65

Gathercole, S. E., & Alloway, T. P. (2008). Working memory and learning: A practical guide for teachers. Sage Publications.

Holmes, J., & Gathercole, S. E. (2014). Taking working memory training from the laboratory into schools. Educational Psychology, 34(4), 440-450.

Kenworthy, L., Yerys, B. E., Anthony, L. G., & Wallace, G. L. (2008). Understanding executive control in autism spectrum disorders in the lab and in the real world. Neuropsychology Review, 18(4), 320-338. doi:10.1007/s11065-008-9077-7

Rapport, M. D., Orban, S. A., Kofler, M. J., & Friedman, L. M. (2013). Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes. Clinical Psychology Review, 33(8), 1237-1252. doi:10.1016/j.cpr.2013.08.005

Russell, G., & Jarrold, C. (1999). Memory for actions in children with autism: Self versus other. Cognitive Neuropsychiatry, 4(4), 303-331. doi:10.1080/135468099396690

Smith-Spark, J. H., & Fisk, J. E. (2007). Working memory functioning in developmental dyslexia. Memory, 15(1), 34-56. doi:10.1080/09658210601043384

Swanson, H. L., & Siegel, L. (2001). Learning disabilities as a working memory deficit. Issues in Education: Contributions from Educational Psychology, 7(1), 1-48.