A bad Working Memory ( 大脑的工作记忆) – 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 (预示物) 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 (不相关的) 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 (评定)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 坏工作内存 （大脑的工作记忆） — — 大脑的临时存储盒--可能解释,新的研究表明,为什么一个孩子不能阅读他或她的历史书,另一种获取丢失的数学.多达 10%的学龄儿童可能遭受贫困工作记忆.英国研究人员在一份报告中说： 上个星期,但很少标识问题.
"你能想到的工作内存作为一种纯您孩子的潜力的措施.很多心理学家考虑工作记忆新 IQ （智商）,是因为我们找到工作记忆的学习能力,是一个很重要的因素 (预示物)' 说英国的达勒姆大学的博士特蕾西阿洛韦.
懒惰或枯燥,则认为很多儿童的贫困工作记忆.工作记忆允许人们他们心中和处理的几个项目,如电话号码、 在短时间内的时间.阿洛韦比较工作记忆到框中.对成人来说,被认为是三到五项基本框的大小.因此,重要的是,是放在正确的事情.(不相关的) 不相干的信息将工作记忆变得混乱.
许多研究人员正在苦苦挣扎的问题是如何与这一问题,似乎是密切合作,帮助儿童注意力缺乏有关.
"学习困难儿童,它将成为一个巨大的问题,尤其是在中学,当对工作记忆的要求真正的成长,"博士梅尔 Levine 说,所有种类的心目中,在北卡罗莱纳州的非营利组织的创始人之一,学习困难的研究.
记忆训练可帮助改善工作记忆.阿洛韦有一个工具,允许教师评估 （评定) 工作内存容量的儿童为 4 ；它已被用于 35 学校整个英国.
莱文的组织列车教师通过程序称为学校切合,该小组与几个千学校遍布美国、 加拿大和欧洲.虽然他不是确保可以展开工作记忆,莱文说可以教孩子在学校里做的更好的方法.