WISC V - Working Memory

Summary

In this educational video, Dr. Cindy and Kim Charman, both specialists in learning disabilities, discuss the concept of working memory and its impact on learning. They explain the components of working memory, including digit span and picture span, and how these skills are crucial for academic performance, particularly in writing and reading comprehension. The video also touches on strategies to help students with learning challenges to improve their working memory capacity, emphasizing the importance of early intervention and tailored educational approaches.

Takeaways

• 🎓 Dr. Cind and Kim Charman are both specialists in learning disabilities and remediation, with Dr. Cind having a PhD and Kim working specifically with children facing various challenges.
• 🔍 The conversation focuses on working memory, particularly in the context of IQ testing, and how it is assessed through subtests like digit span and picture span.
• 📝 Digit span is a test with three parts: digits forward, digits backward, and sequencing. These parts measure different aspects of working memory and problem-solving abilities.
• 👀 Some individuals excel at certain parts of the digit span test, such as forward or backward recall, but may struggle with others, indicating varying strengths in working memory.
• 👶 The script mentions that working memory is crucial for children's academic performance, affecting tasks like writing, reading comprehension, and following multi-step instructions.
• 🧩 Working memory is likened to a 'buffer zone' that holds and processes information during problem-solving, and its weaknesses can be compensated with strategies and tools.
• 📚 The importance of teaching strategies to individuals with weaker working memory is highlighted, such as using fingers for sequencing or visualizing information.
• 🤔 The script discusses the challenges of administering tests like digit span, emphasizing the need for a consistent and distraction-free environment to ensure accurate assessment.
• 🔑 A low working memory score is a 'red flag' that suggests the need for intervention to help build working memory capacity through targeted instruction and accommodations.
• 📉 The impact of working memory on academic tasks extends to subjects like math and science, where the ability to hold and manipulate information is crucial for problem-solving.
• 🌐 The conversation also touches on the idea that even children with high IQs can have low working memory, indicating that these are distinct cognitive functions.

Q & A

What does Dr. Cind specialize in?

Dr. Cind specializes in assessment, intervention, and advocacy with a focus on learning disabilities. She also identifies as an adult with dyslexia and dysraphia.

What is Kim Charman's role in the educational field?

Kim Charman is a reading and writing remediation specialist, working with children with various challenges from kindergarten through college, and she has experience with ADHD.

What is working memory and why is it important for problem-solving?

Working memory is the ability to hold information while you're problem-solving or working on problems, to hold previous information without losing it so that you can use that information effectively.

What are the two subtests that are often used in the calculation of a full scale IQ?

The two subtests often used in the calculation of a full scale IQ are Digit Span and Picture Span, although not all assessments require both.

Why might some psychologists choose not to administer Picture Span?

Some psychologists may choose not to administer Picture Span because it's not required for a full scale IQ calculation and they might be assessing visual memory in other ways.

How does the Digit Span subtest work in the context of working memory?

Digit Span assesses working memory through three sections: digits forward, where you repeat numbers as heard; digits backward, where you repeat numbers in reverse order; and sequencing, where you arrange numbers from smallest to largest.

What is the significance of the differences in performance on Digit Span subtests?

Differences in performance on Digit Span subtests can indicate strengths and weaknesses in various aspects of working memory, such as the ability to recall information in the same order, reverse order, or after manipulating it.

How can a person's performance on Digit Span be an indicator of their working memory capacity?

A person's performance on Digit Span can indicate their working memory capacity by showing how well they can hold, manipulate, and recall information in different contexts, such as forwards, backwards, or after sequencing.

How can working memory affect academic performance in areas like writing and reading comprehension?

Working memory affects academic performance because it is involved in managing multiple tasks simultaneously, such as handwriting, spelling, and grammar in writing, or decoding words and maintaining context in reading comprehension.

What strategies can be taught to students with weak working memory to help them compensate in academic settings?

Strategies for students with weak working memory can include using tools like calculators, highlighters, and note-taking techniques, which can help reduce the reliance on working memory and allow students to demonstrate their skills more effectively.

What is Picture Span and how does it differ from Digit Span?

Picture Span is a test where a series of pictures are shown for a brief period, and then the participant must point to the pictures in the order they appeared, including some not from the initial set. It differs from Digit Span as it assesses visual memory and the ability to recall and sequence visual information.

Why is it important to assess working memory in children with learning disabilities?

Assessing working memory in children with learning disabilities is important because it can help identify specific areas of weakness that may affect academic performance and inform targeted interventions to improve their working memory capacity.

Outlines

00:00

🎓 Expert Introductions and Working Memory Basics

The video script introduces Dr. Cind and Kim Charman, two specialists in learning disabilities and remediation. They discuss their backgrounds, including Dr. Cind's personal experience with dyslexia and dysraphia. The conversation centers on working memory, specifically the Wechsler Intelligence Scale for Children (WISC) subtests of digit span and picture span. They explain the components of working memory, including the ability to hold and manipulate information while problem-solving. An example is given to illustrate the concept, and the script touches on the different ways individuals process information, such as visually or auditorily.

05:02

🔢 Understanding Digit Span and its Subtests

This paragraph delves deeper into the digit span subtest, which assesses an individual's ability to remember sequences of numbers. It consists of three parts: digits forward, digits backward, and sequencing. The script explains how the test is administered and the increasing difficulty of the sequences. It also discusses the potential for variation in performance on different parts of the test, with some individuals excelling in one area but struggling in another. The conversation highlights the importance of understanding these differences when interpreting test results.

10:02

📝 The Impact of Working Memory on Academic Performance

The script explores the practical implications of working memory in an academic setting. It discusses how a weak working memory can affect tasks such as following classroom instructions, writing, and reading comprehension. Strategies for compensating for weak working memory are introduced, such as the use of visual aids and other tools to assist with memory and comprehension. The paragraph emphasizes the importance of recognizing and addressing working memory issues to support academic success.

15:02

🧩 Picture Span and its Educational Implications

In this paragraph, the focus shifts to the picture span subtest, which assesses visual memory by showing a series of pictures and asking the individual to recall their order. The script explains the process of the test and the increasing complexity as the number of pictures and their similarities grow. It also touches on the educational implications of a low working memory score, suggesting that it can be a red flag indicating the need for intervention. The conversation highlights the importance of direct instruction to help build working memory capacity and the potential for improvement through practice and strategy development.

Keywords

💡Learning Disabilities

Learning disabilities refer to a range of neurologically based processing difficulties that can interfere with a person's ability to read, write, listen, speak, and perform mathematical calculations. In the video, Dr. Cind's PhD is in learning disabilities, indicating her expertise in assessing and intervening for individuals with such challenges.

💡Dyslexia

Dyslexia is a specific learning disability that affects an individual's ability to read fluently and accurately. Dr. Cind mentions being an adult with dyslexia, which is relevant to the video's theme as it speaks to her personal experience and professional understanding of the challenges faced by those with learning disabilities.

💡Dysraphia

Dysraphia, also mentioned by Dr. Cind, is a condition that affects the development of the neural tube, which can lead to various neurological impairments. Although not the primary focus of the video, it highlights the range of challenges that individuals with learning disabilities might face.

💡Reading and Writing Remediation

Reading and writing remediation refers to educational interventions designed to help individuals with reading and writing difficulties improve their skills. Kim Charman, a specialist in this area, works with children facing a variety of challenges, as discussed in the video.

💡ADHD

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. The video mentions ADHD in the context of the audience, suggesting that the content may be particularly relevant to those with ADHD or those working with individuals who have ADHD.

💡Working Memory

Working memory is the cognitive system responsible for temporarily storing and manipulating information. It is a central theme in the video, where it is discussed in the context of its role in problem-solving and the challenges faced by individuals with learning disabilities in this area.

💡Digit Span

Digit Span is a subtest within many intelligence assessments that measures an individual's ability to recall a sequence of numbers. The video script explains how Digit Span is used to assess working memory, with examples of 'digits forward', 'digits backward', and 'sequencing'.

💡Full Scale IQ

A Full Scale IQ is a composite score derived from various subtests in an intelligence assessment, designed to measure overall cognitive ability. The video discusses how certain subtests, such as Digit Span, contribute to the calculation of a Full Scale IQ.

💡Sequencing

Sequencing, as discussed in the context of the Digit Span subtest, refers to the ability to recall information in a specific order. It is an important aspect of working memory that the video script uses to illustrate how individuals process and recall numerical information.

💡Strategies

Strategies in the video refer to the techniques and methods used by individuals to compensate for their weaknesses in areas like working memory. The script mentions that strategies can be taught to help improve performance in tasks such as writing and reading comprehension.

💡Reading Comprehension

Reading comprehension is the ability to understand and interpret written text. The video script explains how working memory can affect reading comprehension, as individuals need to hold onto information while decoding words and understanding the context of a story.

💡Intervention

Intervention in the context of the video refers to the process of providing support and strategies to help individuals with learning disabilities improve their skills and manage their challenges. The script suggests that low working memory scores should prompt intervention.

Highlights

Dr. Cind and Kim Charman discuss the concept and importance of working memory, its subtests, and its impact on learning and daily tasks.

Working memory is the ability to hold and manipulate information while problem-solving, which is crucial for various cognitive tasks.

Different strategies are used to handle working memory tasks, such as visualization or auditory processing.

Digit Span is a common subtest for assessing working memory, with three sections: forward, backward, and sequencing.

Dr. Cind explains that not all children receive both subtests for a full-scale IQ calculation, as some may not be required or appropriate.

The importance of administering memory tests in a consistent and distraction-free manner is emphasized for accurate assessment.

Children with ADHD may excel in certain areas of working memory due to hyperfocus, while struggling in others.

Working memory plays a significant role in academic settings, affecting tasks such as note-taking and comprehension.

Weak working memory can impact writing skills, requiring strategies to manage multiple aspects of the writing process.

Reading comprehension can be hindered by weak working memory, as it affects the ability to decode words and maintain context.

Strategies such as note-taking and the use of tools can compensate for weak working memory in academic tasks.

Picture Span is another subtest that assesses visual memory and the ability to recall the order of presented images.

The test instructions for Picture Span are crucial, as they guide the examinee on how to focus and recall the images.

Working memory is vital for mathematical tasks like long division, where each step must be remembered and executed correctly.

A low working memory score is a red flag indicating the need for intervention to build working memory capacity.

Dr. Cind and Kim Charman discuss the possibility of high IQ scores coexisting with low working memory scores.

The transcript concludes with a reminder that practice and strategy development can improve working memory over time.

Transcripts

hi I'm Dr cind I have a PhD in learning

disabilities I do assessment

intervention and advocacy I'm also an

adult with dyslexia and

dysraphia my name is Kim charman I'm a

reading and writing remediation

specialist working with kids a variety

of challenges and I've been doing it I

don't know 15 to 20 years Kids

kindergarten through college and you

also have

ADHD okay which is particularly

appropriate because today right now

we're gonna memory by the way if you've

seen multiple of our videos today and

we're all wearing the same attire

because we're doing back to back to back

to back so yeah and I have um yes and Co

and giant coffee mug with lots of

caffeine all right so working memory so

there's two

subtests and you may your child may or

may not have gotten both subtest in the

calculation of a full scale

IQ okay or may not or may not have an

index score

okay because there's two

for a full scale IQ they may or may not

get both subtests or any sub so you to

get a fulls scale IQ they use digit Span

in the computation of that oh but you

don't have to use picture

span and many psychologists will not

administer picture span because it's not

required okay I don't administer picture

span because I'm looking at visual

memory in other ways and I don't always

administer the Whisk because the Whisk

isn't always the right test for the

kitten however it's the most commonly

administered IQ test which is why we're

spending so much time on it because

everybody has it right and we are going

to do some videos paralleling the Wiis

to the waist to the KABC to the wock

Johnson

to because there's other and Stanford

ban so there's other parallels out there

and we'll do a whole we have enough

videos on the video list for a long time

to come but back to working memory

because we digress on more than one

occasion um working memory is what

Kim your ability to hold information as

you're problem solving or working on

problems to hold previous information or

what you're solving at the poem in your

what do we call it their buffer

zone as you're working through things

and not lose it so you can use that

information no is that wrong you're

close so you take information in you do

something with it you spit it back

out

so let's do a really quick example of

working

memory Cindy had seven cans of coke she

drank two cans of coke on Tuesday and

two cans of coke on Wednesday how many

cans of coke did she have left three

that's working

memory and I use my

visualization when I'm doing that too

does everybody do that or not some

people do some people don't some people

do it auditorily they do - 2 - 2 equal

3 so everybody does it a different way

okay but it's the idea that you're

holding something you're doing something

with it and then you're presenting it in

a different way now the irony in that is

on digit span the first one that they

give you is just short-term

memory so on digit span there's three

sections to digit span the first one is

digits forward so I read you a series of

digits

um 5 3 7 2 9 8 4 7 1 it's and I just

gave a random list and made it really

long so I didn't give anything away you

have to repeat it back exactly as you

heard it but you don't usually do it

that fast because I could do no no no no

it's it's measured Pace okay so I read

you a series of numbers you repeat them

back exactly as you heard them you start

off super easy and you build okay and

you have to make there's rules for

stopping the test okay so I read you

those so that's phase one that's part

one that's forward the next one is

digits backwards so now I give

you um and I'm going to make it up in a

random way 12 10

18 and you now have to give it to me in

reverse order so 18 10 12 and no we

never Ed use to numbers like that and I

did that on purpose so I wouldn't give

anything away on the test but you get

the idea yeah then the last one so the

third one is

sequencing Kim what does sequencing mean

the order in which events occur right so

in this case now I read you a series of

numbers and you have to tell them to be

smallest to

largest so let's go back and I do 12 10

18 and now I would say 10 12 18 there

you go so that's the

sequencing okay you you total the score

on all three sections and that gives you

your composite score for digit

span what if you're really good at digit

span but you are not good

at other parts of working

memory that's yes so there are kids that

have that ability to tape record in

their brain and spit back out but I'm

not tape recording I'm using a strategy

to group things together and I'm

visualizing it in my head there are some

people that are absolutely phenomenal at

it I am not I can figure out patterns

until the day the cows come home I am

not good like the minute you move into

digits reversed I'm

like I'm better at the sequencing but

digits reversed I just feel like my my

brain is flopping around on the

floor I guess I'm just trying to figure

out why you be good at one why you can

be good at digit span backwards and

forwards but then really poor at holding

like visual I'm not good at I'm

reasonably good at digits

forward but I'm not good at working

memory but I'm I was really good at

digit span well you did did really well

on digit span forward

correct I think I yeah and I don't know

I don't remember it's been a long time

since we've done that so so many people

are very good at digits forward because

they can just like remember the tape

these are kids that can listen to music

one time and go and repeat the entire

song I see I by the way cannot do you

will end up with all sorts of weird

lyrics that were never

presented okay I never understand what

they're saying half the time I am purely

listening to the beat my husband is very

nuanced in music and he's like you have

the tinest ear and I sing horribly to

boot not that anybody cares about that

but so there are people that do very

well digit spam forward there are people

that do very well digit span forward

digit span backwards and do well on all

three there are also kids that can do

some of the digits span forward do even

better on digit span backwards and then

Crush

sequencing why would you be better at

DES span

backwards tell me why kids with

attention deficit that zone out during

the first part because they don't think

it's that engaging they get to the

harder thing and they kind of bootstrap

themselves and then sequencing as a

piece of cake because they figured out a

way to do digit span backward but it's

not that they're they were bad on the on

going forward it's just that they

finally got into it and they were

hyperfocusing or whatever and they could

do backwards yeah that's that's so

interesting now I am very very very

particular when I administer this test I

sit like a freaking statue like when I

do it I do it in a very rhythmic and

consistent fashion so I'm like 10 12 18

16 and when I do it I'm reading the

numbers and the last one I'll drop my

voice which you're supposed to do and

I'll look up and then I will not move

because I don't want

any verbal visual distraction in any way

shape or form because it is so hard for

many of the kids to do this interesting

wow okay and most of my kids will I'm

like will do digits for it and they're

like oh my gosh that was so hard and I'm

like I'm sorry but let's now we're gonna

do backwards and I'll give them two J

I'm like see that's easier like yeah but

then you're gonna give me a ton like

yeah I know so some people can hold on

to sounds and remember the numbers other

people have like what I have to do is

put the pictures of the numbers in my

brain and then I have to switch them

around so people do it different ways

absolutely

absolutely um some people have great

auditory memory some people have

horrible auditory

memory okay um so I I can do better at

sequencing because then I can Peg off my

fingers like I'll think about which

numbers I'm hearing on my hand oh

interesting and then I'll remember how

many times I heard it which can work to

a certain point and then I can't do it

anymore but that will help me so let's

say I'm a parent now which I am and I

say well who cares who cares that if my

kid can go forwards and backwards like

why does this affect them in their

academic setting okay so you go into

your classroom and the teacher says so

we're going to get your rulers for your

protractors grab a sheet of graph paper

from the back of the room make sure you

open your book to page 85 and find your

partner wowe and you can't hold on to

that you look like the kid that's

misbehaving or like spacing out and

you're like where were the

rulers right right so so there's it's

not like you're lost for Hope for these

things you teach we teach strategies

like I have had to teach strategies for

myself in changing the tube of my bike

tire you know there are ways to

compensate for this another place that

working memory is super super super

important

is writing I was going to say brushing

your teeth no no that was like me a

writing so when you're writing you have

to manage handwriting spelling mechanics

grammar cohesion coherence so you're

juggling six things

simultaneously so if you have weak

working memory it can affect your

writing the other thing that can affect

is your reading

comprehension because if you're trying

to decode the word and remember what the

word means in the context of a

story okay your comprehension goes to

poop right let's talk about

decoding let's talk about you know you

have a three syllable words with

different syllable types and a kid is

trying to sound it out and it's got

unusual letter sound correspondences

right where it's like no Cindy it's this

root and this is where we Divi divide it

and this is the reason that like you do

this to me all the time when we read

words and I'm like why would you that

way and I'm like right because right I

don't think that way um and we'll divide

into syllables by the time we divide it

sound at each syllable and then try and

blend it back together it's like

woo okay yeah I have a a particular

methodology that I teach kids to

underline the vowels and then we go from

there to find Define syllables but

you're right so but you anchor each of

those elements so that it's easier for a

kid to retrieve and you build that skill

as you go

along so we start off super easy and we

make it automatic so then as we get more

and more complex and at this point it's

not worth my time and energy to go back

and I should but I just don't go back

and redo my dyslexia wiring but such as

life right okay but eventually just so

you know parents that becomes automatic

so they can look at electromagnetic

and they don't have to underline the

vowels divide between the you know they

it becomes does that just become part of

the brain figures it out you you've

practiced it so much that you build

strong neural Pathways and it becomes

more automatic and that's how we help

kids like we can rebuild this wiring and

we can really help them rewire all of

that but do you understand the reason

why kids comprehension goes down the

kids that just me we have a million

words the kids that just memorize words

they're working

yeah and so their comprehension goes

down so they may like look like they can

read and you say why is their

comprehension so poor well is this one

of the reasons

yes okay let's talk about oh and by the

way we have kids that can do this

beautifully they may be like a computer

and their ability to

go right um and they can hear things and

they can spit it back out um these are

kids that would make great

translators like you put them in un and

you put in the little headsets and they

translate what's being said in another

language

BL um kids with good working memory um

can

do um we talked about this a minute ago

you're like I can't do seduko I love

seduko because I'm holding and I'm but

I've got a visual anchor and I can do

the manipulation but for you you're like

like I can't remember it well it doesn't

come well first of all I don't get it

but D to teach it to me but I but I just

want to tell parents too don't give up

because I have learned to do things that

I couldn't do before yep by practicing Y

and I come up with my own strategies now

can I do it as fast as you know but I

can still get there yeah yeah and by the

way writing AIDS memory so when we have

a kid with poor working memory we

provide them tools and Tech techniques

to help compensate for the weakness so

that's the ability to take notes the

ability to have a

calculator um the ability to use a

highlighter and reading comprehension

tasks like on the SAT and the act like

we can give you tools that's not

pounding on your working memory and

allows you to show the skill set that

you do have and that's why I can take a

100 pages of notes at jury duty yeah and

I know every word that came out of every

person's mouth yes so that's that's what

my solution was let's flip and let's

talk about picture span oh I don't know

that okay so in picture span I show you

a series of

pictures uh for 5 seconds and then I

turn the page and there's another series

of pictures and you have to point to the

pictures in the order that you saw them

some of which were not on that first

page so for example uh we'll use the

dogs in the background I might point to

the dalmatian and to the German Shepherd

and then show you another you would

point to domian German Shepherd okay

okay um but there'd be a ton of dogs on

the page so what you just did I closed

my eyes and I made the pictures in my

head whereas some people would go by

auditory yeah now many of my kids will

look at it and go I got it and then not

spend the entire time looking at I'm

like it's going to get more complicated

you need to practice looking and the

instructions on the test are

very particular and so every time you

show the kids look care

these these pictures and every single

time you prompt them to look okay

because the span gets bigger and the

number of pictures with similarities

grows and they have to be able to point

to them in the right order and you can

get partial credit or no credit so if

you get the pictures in the wrong order

or you miss one picture um I don't admin

it very often so I could tell you the

Nuance but it's not worth it at the

moment but if you there there's a Nuance

where you're allowed to get partial

credit and then if you make more than

those errors you get zero

credit and this whole series of steps

and being able to hold it in working

memory deeply affects things like long

division and even though those aren't

pictures each step is a picture of a

certain function that you have to

perform on this problem y y so um

working memory like a low working memory

score is super important because it has

so many educational opport uh

implications in science and math I mean

just about every class you can think of

there's a component of working memory

and so there is direct instruction that

you can do to help kids build their

working memory we'll do another video on

that but um if you see a low working

memory score that is a giant red flag

and suggests that you need to do some

intervention there to help that kid both

through a com ations and instruction

build their working memory

capacity can I ask one last word

question yes see kids with super high

IQs and super low working memories ever

all the time interesting okay yeah all

right hi