Working memory is like your brain’s sticky note—small, limited, and incredibly important. It allows students to follow multi-step instructions, solve problems in math, remember what they read in a story, or even pack their schoolbag without being reminded ten times.
But what exactly is working memory? And how does it differ from short-term memory or intelligence? Here are 20 facts about working memory that will help demystify this essential part of your child’s or student’s learning toolbox.
1. Working memory is more than just memory
Working memory isn’t just about storing information for a few seconds. It’s about holding and doing something with the information—like remembering a math problem while calculating the answer.
2. It helps students stay on task
Whether a child is writing an essay or tying their shoelaces while planning what to pack for school, working memory keeps them mentally organized.
3. It’s made of different parts
Think of it like a mini team in a child’s brain. One part handles words (like remembering what the teacher just said), another handles pictures and spaces (like where they left their shoes), and another makes decisions (like whether to follow a rule or try something new).
4. Capacity is limited (and that’s normal)
Most children (and adults!) can only hold about 4–7 bits of information simultaneously. So if your child forgets step 4 of a 5-step instruction, that’s not laziness—it’s biology.
5. There’s no master boss in charge
Earlier theories suggested a “central executive” in the brain calling the shots, but now we know it’s more like a relay team working together than one leader directing everything.
6. Storage and thinking can happen together
A common myth is that the brain can’t store and process information at the same time. Not true! Working memory is designed to juggle both—though it has its limits.
7. It’s spread across the brain
There’s not one “working memory spot.” Different brain regions pitch in, depending on the task.
8. Working memory is key for reading and math
Children need working memory to sound out words, understand what they read, remember math rules, and perform mental calculations.
9. Training helps—but only so much
Some apps and games claim to boost working memory. While practice may help kids get better at specific tasks, the benefits don’t always spill over into schoolwork or daily life.
10. It relies heavily on attention
Working memory can’t function without focus. If your child is distracted, overloaded, or mentally tired, their working memory gets compromised.
11. Distractions are its worst enemy
Have you ever lost your train of thought mid-sentence? That’s working memory getting knocked off track. The same happens to children when they’re trying to remember instructions but are interrupted.
12. Rehearsing isn’t the only trick
Some children repeat things to themselves to remember (like saying “milk, bread, eggs” aloud). But others may visualize, chunk items together, or use associations—these are all working memory strategies.
13. It grows as kids grow
Children’s working memory improves with age, especially between ages 4 and 14. However, every child develops at their own pace.
14. It declines with stress and lack of sleep
Stress, anxiety, and poor sleep can shrink working memory capacity—even in adults! A tired or overwhelmed child may seem “forgetful,” but it’s often their brain running low on resources.
15. Emotions change the game
Strong emotions can either supercharge working memory (think of a child remembering everything about their birthday) or derail it (like forgetting their lines during a stressful school play).
16. Doing two things at once isn’t always smart
Students struggle to remember and process information when multitasking—especially when both tasks involve the same kind of brainwork, like reading and listening to instructions simultaneously.
17. Not all kids have the same capacity
Some children are born with stronger working memory. Others may struggle, especially those with ADHD, dyslexia, or learning differences. These differences are real—and they matter.
18. Self-talk can help
Many children naturally talk to themselves when solving problems. This “inner voice” is a helpful tool for using their verbal working memory—encourage it rather than quieting it.
19. Visual working memory is powerful too
Some students are better with pictures than words. They may remember where things are on a page, how a puzzle fits together, or what the teacher drew on the board—this is visual-spatial memory at work.
20. It’s not a filing cabinet—it’s a whiteboard
Working memory is temporary. Information fades fast unless repeated, rehearsed, or transferred into long-term memory. If a child forgets things quickly, that doesn’t mean they didn’t listen—they may just need help anchoring the info.
So, what can you do as a parent or teacher?
- Break tasks into smaller steps. Don’t overload a child’s working memory.
- Use visuals and routines. Pictures, charts, and checklists reduce the brain’s burden.
- Be patient. Repeating instructions isn’t nagging—it’s scaffolding.
- Encourage strategies. Help them learn tricks like chunking, rehearsing, or using fingers.
- Limit distractions. One task at a time often means better memory and fewer meltdowns.
In short, working memory is the brain’s temporary workspace—small but mighty and essential for learning. It enables children to hold, process, and use information in real-time, whether they’re solving a math problem, following directions, or understanding a story. Its capacity is limited, vulnerable to stress and distraction, and varies from child to child. But with the right strategies—like breaking tasks into steps, using visuals, and encouraging self-talk—parents and teachers can support this crucial cognitive skill and help learners thrive.
Edublox offers cognitive training and live online tutoring to students with dyslexia, dysgraphia, dyscalculia, and other learning disabilities. Our students are in the United States, Canada, Australia, and elsewhere. Book a free consultation to discuss your child’s learning needs.
- 20 Facts About Working Memory was authored by Sue du Plessis (B.A. Hons Psychology; B.D.), an educational specialist with 30+ years of experience in the learning disabilities field.
- Source: Logie, R. H., Camos, V., & Cowan, N. (2020). Working memory: The state of the science. Oxford University Press.
