A bad Working Memory ( 大腦的工作記憶) – the brain's temporary storage box -- may explain, new research suggests, why one child cannot read his or her history book and another gets lost in math. As many as 10 percent of school-age children may suffer from poor working memory. British researchers said in a report last week, yet the problem is rarely identified.
"You can think of working memory as a pure measure of your child's potential. Many psychologists consider working memory to be the new IQ (智商), because we find that working memory is one of the most important predictors (預(yù)示物) of learning ability,' said Dr. Tracey Alloway of Britain’s Durham University.
Many children with poor working memory are considered lazy or dull. Working memory allows people to hold in their minds and deal with a few items, such as telephone numbers, over a short period of time. Alloway compares working memory to a box. For adults, the basic box size is thought to be three to five items. It's important, therefore, to put in the right things. Irrelevant (不相關(guān)的) information will clutter working memory.
The question many researchers are struggling with is how to help children with this problem, which appears to be closely, related to a lack of attention.
"In children with learning difficulties, it becomes a huge issue, especially around middle school, when the demands on working memory really grow," said Dr. Mel Levine, co-founder of All Kinds of Minds, a nonprofit organization in North Carolina that studies learning difficulties.
Memory training may help improve working memory. Alloway has a tool that allows teachers to assess (評定)the working-memory capacity of children as young as 4; it has been used in 35 schools across Britain.
Levine’s organization trains teachers through a program called Schools Attuned, which is working with several thousand schools across the United States, Canada and Europe. While he is not sure working memory can be expanded, Levine said children can be taught ways to do better in schoo 壞工作內(nèi)存 （大腦的工作記憶） — — 大腦的臨時存儲盒--可能解釋,新的研究表明,為什么一個孩子不能閱讀他或她的歷史書,另一種獲取丟失的數(shù)學(xué).多達(dá) 10%的學(xué)齡兒童可能遭受貧困工作記憶.英國研究人員在一份報告中說： 上個星期,但很少標(biāo)識問題.
"你能想到的工作內(nèi)存作為一種純您孩子的潛力的措施.很多心理學(xué)家考慮工作記憶新 IQ （智商）,是因為我們找到工作記憶的學(xué)習(xí)能力,是一個很重要的因素 (預(yù)示物)' 說英國的達(dá)勒姆大學(xué)的博士特蕾西阿洛韋.
懶惰或枯燥,則認(rèn)為很多兒童的貧困工作記憶.工作記憶允許人們他們心中和處理的幾個項目,如電話號碼、 在短時間內(nèi)的時間.阿洛韋比較工作記憶到框中.對成人來說,被認(rèn)為是三到五項基本框的大小.因此,重要的是,是放在正確的事情.(不相關(guān)的) 不相干的信息將工作記憶變得混亂.
許多研究人員正在苦苦掙扎的問題是如何與這一問題,似乎是密切合作,幫助兒童注意力缺乏有關(guān).
"學(xué)習(xí)困難兒童,它將成為一個巨大的問題,尤其是在中學(xué),當(dāng)對工作記憶的要求真正的成長,"博士梅爾 Levine 說,所有種類的心目中,在北卡羅萊納州的非營利組織的創(chuàng)始人之一,學(xué)習(xí)困難的研究.
記憶訓(xùn)練可幫助改善工作記憶.阿洛韋有一個工具,允許教師評估 （評定) 工作內(nèi)存容量的兒童為 4 ；它已被用于 35 學(xué)校整個英國.
萊文的組織列車教師通過程序稱為學(xué)校切合,該小組與幾個千學(xué)校遍布美國、 加拿大和歐洲.雖然他不是確?？梢哉归_工作記憶,萊文說可以教孩子在學(xué)校里做的更好的方法.