Is Working Memory Domain-General or Domain-Specific?
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Is developing working memory in the classroom a waste of time?
New research suggests that working memory is not as general as we thought, and that training may not have the wide-reaching benefits we hoped for.
Teachers are often told that improving students’ working memory (WM) can lead to better learning outcomes in the classroom.
I’ve spent many hours trialling revision-boosting techniques with my students, from brain-training apps to classroom memory games, believing they would sharpen their learning across all subjects.
However, new research by Nozari and Martin (2024) reveals that WM is more domain-specific than previously thought, raising questions about generalised training programmes’ effectiveness.
It turns out that working memory is more specialised than I thought – meaning what helps with maths may not help with English. This got me thinking!
Are our one-size-fits-all strategies in our schools really the best way to support students’ learning, or should we be tailoring memory tasks to match the specific demands of each subject? The same should be said for all these online-quizzing tools we use too!
What is working memory?
Working memory is the brain’s ability to hold information temporarily while it is used for a task. While some argue it is a “domain-general” skill (useful across all types of tasks), new research finds that WM is not so straightforward.
There are three key facets:
- principles of processing (largely domain-general),
- neural correlates (a mix of domain-general and domain-specific), and
- applications (mostly domain-specific).
This suggests that what works for visual memory may not help with verbal memory, and vice versa.
Does improving working memory skills enhance performance?
Many brain training programmes, like those involving video games, are based on the assumption that improving a domain-general WM skill will enhance performance across all tasks. However, if WM is primarily domain-specific in practice, then this assumption doesn’t hold up.
This means that current approaches to WM training might be less effective than hoped, and resources could be better spent elsewhere. Understanding the true nature of WM can help teachers choose more effective strategies that are tailored to specific types of learning, rather than assuming a one-size-fits-all approach.
What should teachers do?
Teachers could shift focus from trying to improve WM using specific, targeted strategies.
For example, instead of generalised tasks in class, use activities that directly support the specific type of memory required for a task completion, such as visual memory exercises for visual tasks and verbal exercises for language tasks.
Teachers might also consider using mixed methods, blending different types of WM tasks that align closely with their curriculum content. Introducing varied and context-specific memory tasks can help students better retain information in subjects like history or science where facts and details matter.
Reflection questions for teachers to consider
- How often do teachers use specific WM strategies in their lessons?
- How do teachers differentiate between visual and verbal memory tasks when planning?
- Could lesson plans be adapted to focus more on domain-specific memory training?
- Are there opportunities for incorporating targeted WM tasks into everyday classroom activities?
- How can teachers measure the effectiveness of WM strategies in their classrooms?
- What professional development opportunities exist to learn more about WM and its specific applications?
- Do teachers consider WM when designing interventions for students with SEND?
- How can teachers support students with weaker WM skills in specific domains?
- What alternatives are there to computer-based WM training programmes?
The research concludes
“… that while WM is domain-general in its principles, it is mostly domain-specific in application. This finding suggests a shift from broad WM training to a more targeted, skills-based approach.”
Download the full paper to learn more.
