Our working memory consists of several components that form a bridge to long-term memory and can only handle a limited amount of information.
Our working memory (short-term memory) processes the information (stimuli) we receive and transfers it to long-term memory. Here, the new information is linked to existing information (schemas). The working memory consists of the following components:
• Executive functions: These act as a kind of overseer: as soon as information enters the working memory, they determine what we focus our attention on. We have no control over this: even if we try to concentrate, an unexpected sound will distract us.
• Phonological loop: This processes speech and other forms of auditory information.
• Visuo-spatial sketchpad: This component temporarily holds visual information and spatial relationships between objects (think of: movements in relation to the position of the body). • Episodic buffer: This links the phonological loop, the visuo-spatial sketchpad, and existing prior knowledge in the long-term memory.
Due to the functioning of the working memory, it is effective to combine words and images (see dual coding). This is because the information then enters the working memory in two ways. For example, it is not useful to read a text aloud during a presentation: the working memory wants to read this while it is also being read aloud. The phonological loop then has to concentrate on two things, but it is not able to do this.
The working memory can handle a limited amount of information: on average, this is 7 (plus or minus 2) 'chunks' of information simultaneously and these are retained for 15-30 seconds. After that, you forget it again or it is stored in the long-term memory. The long-term memory supports the working memory by linking the information to already existing information (prior knowledge). For example, the letter sequence IGP BMLA GDO is difficult to remember, but if we translate it to PIG LAMB DOG, then it suddenly becomes 3 chunks that are probably easy to remember.
The Cognitive Load Theory (CLT) provides 7 clear guidelines on how to take into account the load on working memory.
Dideau, D. & Rose, N. (2019). Psychologie in de klas: Wat iedere leraar moet weten. Culemborg, Nederland: Phrones
Weinstein, Y., Sumeracki, M., & Caviglioli, O. (2018). Undertanding how we learn: A visual guide. New York, Verenigde Staten: Routledge.