‍

Working memory capacity is an important factor in a child’s development, largely defining the child’s ability for controlled attention, and influencing outcomes in other areas such as academic performance.

One in six children lags three or more years behind in working memory development, and the chances of ever catching up entirely are small. Children with ADHD/ADD are especially likely to belong to this group.

Working memory deficit is caused by a combination of genetic factors and differences in the amount of cognitive challenges the child experiences on a regular basis. Due to unfortunate but natural interactions between the genetic and environmental factors, children with an innate tendency to working memory deficit are especially vulnerable to behaviors, habits, and environments that further reinforces their lower-than-necessary development path.

These children can be identified early, both through classroom behavior and psychological tests. A range of practical support systems and interventions are available to help them, with the potential to improve school results as well as functionality in everyday life.

Among the most effective interventions are working memory training, which can be especially potent when applied early in life.

Continue reading in the full text pdf, available for download here.

‍